What are Third Spaces and Why Do They Matter?
When I was 10 years old, my mom and dad dropped me off at our local YMCA skatepark, hoping I would make friends. Over a decade later, I am still skateboarding. But, more importantly, I can confidently say that at the YMCA skatepark, I was transformed into the woman, scholar, and advocate that I am today.
Sociologist Ray Oldenburg first introduced the concept of “third spaces” in his 1989 book The Great Good Place. Oldenburg advocates that to live a balanced, happy life, people need engagement in three realms – at home, work, and in third spaces. Third spaces act as a core setting for informal public life, offering connection, community, and sociability (Oldenburg, 1989). For adults, examples include cafes, parks, gyms, and other places centered around a common interest that fosters community and civic engagement. Very simply, third spaces can be thought of as societal glue. They bind people together to construct communities (Low, 2020).
For children, third spaces are places they regularly frequent outside of their home and school environments that are child-centered, such as after-school programs, extracurricular activities, sports, public libraries, clubs, and my personal favorite, skateparks. As is the case for adults, children’s third spaces provide the same sense of community. They help children develop a sense of self and consciousness of the greater world, allowing them to appreciate life and be enriched by its diversity (Oldenburg, 1989).
While my parents certainly had no idea, they set me up for better academic, behavioral, and social outcomes by giving me access to a third space.
Academic Benefits
Research shows that third spaces help students foster positive associations towards school and academic responsibilities by helping them gain confidence in their abilities. These positive associations, in turn, help students build self-confidence and efficacy, playing a vital role in keeping them engaged in what they are learning (Cosden et al., 2004). Through skateboarding, I learned that if you aren’t falling, you aren’t learning. Becoming comfortable with falling down, getting back up, and asking for help allowed me to push myself and trust my abilities. The more confident I got with skating, the more confident I became as a person. This was especially helpful in making Common Core Math problems less terrifying. Multiple studies have found that once a strong, positive relationship is established between the student and school through third spaces, positive changes in regard to self-perception, confidence, and aspirations follow (Woodland, 2008).
Once these positive associations form, tangible academic benefits emerge. Students who engage in third spaces are less likely to drop out (Cosden et al., 2004; Havnes et al., 2011), have higher standardized test scores in math and reading, higher GPAs for core classes, and regular homework completion (Vandell et al., 1999; Woodland, 2008). Most notably, reading achievement for students who attend third spaces was found to be significantly higher compared to students who attend other arrangements such as self-care or being watched by a parent. Similarly, when researchers measured students’ intrinsic pleasure when solving complex problems, those regularly involved in after-school programs ranked the highest (Mahoney et al., 2005). This strong intrinsic motivation and the drive to tackle complex tasks was also an indicator of expected long-term success (Mahoney et al., 2003; Mahoney et al., 2005).
According to one analysis, third spaces decrease students’ likelihood of dropping out of high school by nearly 6 percentage points and increase their probability of attending college by almost 7% (Havnes et al., 2011). Participation in third spaces promotes interpersonal competence and helps participants create challenging life goals (Mahoney et al., 2003). Instilling these values during childhood not only increases students’ likelihood of continuing education beyond high school but also helps increase their chances of making higher earnings once they enter the workforce (Havnes et al., 2011).
Skateboarding gave me transferable confidence. Time and time again, I find myself relying on it. I used this confidence when I was young to not feel ashamed when attending tutoring, to ask questions in class when I was lost, and to believe in myself when school felt impossible. As I got older, my confidence from skateboarding helped me get jobs and even helped me get into college. Now, my life lessons from skating have brought me to pursue a master’s and work in D.C.
Behavioral and Social Benefits
While academic improvements are a major benefit of third spaces, especially as we work to regain what was lost during COVID-19, their influence extends beyond academics. Attending third spaces has also been linked to behavioral improvements. After-school program attendance plays a key role in children learning how to regulate their behavior, as the rules and norms established in third spaces are generally aimed at promoting positive social behaviors (De Oliveira Major et al., 2023). The acquisition of behavioral skills is learned from spending time with peers and staff members in an environment that emphasizes community. This community mindset requires participants to think of themselves individually and collectively in a way that differs from how they do so in school (Mahoney et al., 2003). Being in an environment that provides consistent opportunities to connect with positive role models, face challenges, and engage meaningfully with peers in community helps students learn how to interact positively with others (Durlak et al., 2010; Feraco et al., 2023).
I won’t lie; women’s skateboarding was not as popular a decade ago as it is now, so finding my community took time. At first, it felt like my only friends were the staff who were paid to be there; little did I know that they would serve as lifelong inspirations and introduce me to my people. While my community came with time, I learned to be comfortable with my identity as a woman in a male-dominated sport. Not only was I fighting the patriarchy from a young age, I was learning how to connect with those who were different from me – a vitally important skill often lacking in today’s society.
Participation in third spaces has been linked to higher levels of cooperation and self-control, less hyperactive behavior, better conduct in school, better peer relations, and greater emotional adjustment to change (De Oliveira Major et al., 2023; Woodland, 2008). Additionally, as students get older, being in third spaces decreases the odds of teenage pregnancy, illegal, violent, and risky behavior, juvenile arrests, and drug activity (Woodland, 2008). When asked, parents and teachers agreed that third spaces help students gain social skills by providing opportunities to make friends and try new activities (Fiona et al., 2004) that, in turn, advances students’ interpersonal competence and initiative to be good citizens (Mahoney et al., 2003).
Almost every friend I have made from skateboarding I can call up to this day. We have watched and helped each other grow into the people we are now. We have been accountability partners, cheerleaders, and tough love enforcers to each other for the majority of our lives. We have and will continue to be connected for life.
Third spaces can also help promote social-emotional learning and the acquisition of soft skills (Durlak et al., 2010; Feraco et al., 2023). Social-emotional and soft skills are critical for students because they help them learn “self-awareness and self-management (e.g., self-control, self-efficacy), social awareness and social relationships (e.g., problem-solving, conflict resolution, and leadership skills), and responsible decision-making” (Durlak et al., 2010, p. 295). Students with soft skills are better equipped to achieve their goals — leading to increased chances of employment, success, and creative thinking when they are older (Feraco et al., 2023).
Conclusion
As with all good things, there are a few caveats to third spaces. It is important to note that the quality of third space programs (Shernoff, 2010) and the staff-student relationship (De Oliveira Major et al., 2023; Fiona et al., 2004; Woodland, 2008) influence the magnitude of academic, behavioral, and social benefits. The more structured and intentional the programming of the third spaces is, combined with the skill and professionalism of third space staff, ultimately shapes outcomes.
That said, third spaces provide children with a safe environment to explore the world around them, leading to increased academic achievement and behavioral and social improvements. I highly encourage all parents, caregivers, and educators to familiarize themselves with what third spaces are available to their youth. You can find a multitude of third spaces for children just by seeing what programs your local YMCA, Boys and Girls Club, and public library offer. Many school districts also host after-school care programs and clubs.
Regardless of what third space activity it is, whether it be skateboarding, band, or after-school care, such experiences are often underutilized yet could forever impact students’ lives. Give kids community, and they will be transformed.