When I was 10, my mom and dad dropped me off at our local YMCA skate park, hoping I would make friends. More than a decade later, I’m still skating. But more importantly, I can confidently say that at the YMCA skatepark I transformed into the woman, scholar, and advocate I am today.
Sociologist Ray Oldenburg first introduced the concept of “third spaces” in his 1989 book. The great good place. Oldenburg argues that to live a happy and balanced life, people need to get involved in three areas: at home, at work and in third spaces. Third spaces act as a central environment for informal public life, offering connection, community and sociability (Oldenburg, 1989). For adults, examples include cafes, parks, gyms, and other places focused on a common interest that encourage civic and community participation. Very simply, third spaces can be considered a social glue. They bring people together to build communities (Bass, 2020).
For children, third spaces are places they regularly frequent outside of their homes and school environments that are focused on them, such as after-school programs, extracurricular activities, sports, public libraries, clubs, and, my personal favorite, skate parks. As is the case for adults, third spaces for children provide the same sense of community. They help children develop a sense of self and an awareness of the world at large, 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 toward school and academic responsibilities by helping them gain confidence in their abilities. These positive associations, in turn, help students develop 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 don’t fall, you’re not learning. Feeling comfortable falling, getting up, and asking for help allowed me to push myself and trust my abilities. The more confident I became with skating, the more confident I became as a person. This was especially helpful in making Common Core math problems less scary. Multiple studies have found that once a strong, positive relationship is established between the student and the school through third spaces, positive changes occur with respect to self-perception, confidence, and aspirations (Forest, 2008).
Once these positive associations are formed, tangible academic benefits emerge. Students who participate in third spaces are less likely to drop out (Cosden et al., 2004; havnes and others, 2011), have higher standardized test scores in math and reading, higher GPAs for core classes, and complete homework regularly (Vandell et al., 1999; Forest, 2008). In particular, it was found that the reading performance of students who attend third spaces is significantly higher compared to students who attend other modalities, such as personal care or parental supervision. Similarly, when researchers measured students’ intrinsic pleasure in solving complex problems, those who regularly participated in after-school programs had the highest scores (Mahoney et al., 2005). This strong intrinsic motivation and 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 reduce the likelihood of students dropping out of high school by nearly 6 percentage points and increase their likelihood of attending college by nearly 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 the likelihood that students will continue their education beyond high school, but also helps increase their chances of earning higher incomes 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 embarrassed when I attended tutoring, to ask questions in class when I was lost, and to believe in myself when school seemed impossible. As I got older, the confidence that skateboarding gave me helped me get jobs and even helped me get into college. Now, the life lessons I received from skating have led me to pursue a master’s degree and work in DC.
Behavioral and social benefits
While academic improvements are an important benefit of third spaces, especially as we work to recover what was lost during COVID-19, their influence extends beyond academics. Attendance in third spaces has also been related to behavioral improvements. Attendance at after-school programs plays a key role for children to learn to regulate their behavior, since 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 by spending time with peers and staff members in an environment that emphasizes community. This community mindset requires participants to think about themselves individually and collectively in a different way than they do in school (Mahoney et al., 2003). Being in an environment that provides constant opportunities to connect with positive role models, face challenges, and interact meaningfully with peers in the community helps students learn how to interact positively with others (Durlak et al., 2010; Feraco and others, 2023).
I won’t lie; Women’s skateboarding wasn’t as popular a decade ago as it is now, so it took me a while to find my community. At first, I felt like my only friends were the staff who were paid to be there; Little did I know that they would inspire me for life and introduce me to my people. While my community came over time, I learned to be comfortable with my identity as a woman in a male-dominated sport. Not only was I fighting patriarchy from a young age, but I also learned to connect with those who were different from me, a vitally important skill that is often lacking in today’s society.
Participation in third spaces has been related to higher levels of cooperation and self-control, less hyperactive behavior, better behavior at school, better relationships with peers, and greater emotional adaptation to change (De Oliveira Major et al., 2023; Forest, 2008). Additionally, as students get older, being in third spaces decreases the odds of teen pregnancy, illegal, violent, and risky behavior, juvenile arrests, and drug activity (Forest, 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), which, in turn, promotes interpersonal competence and students’ initiative to be good citizens (Mahoney et al., 2003).
Almost all the friends I have made through skateboarding I can remember to this day. We have watched and helped each other become the people we are today. We have been responsible partners, cheerleaders, and tough enforcers of love for each other for most of our lives. We are and will remain connected for life.
Third spaces can also help promote social-emotional learning and the acquisition of interpersonal skills (Durlak et al., 2010; Feraco and others, 2023). Social, emotional, and social 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 , etc.). and leadership skills) and responsible decision making” (Durlak et al., 2010, p. 295). Students with social skills are better equipped to achieve their goals, leading to greater chances of employment, success, and creative thinking when they are older (Feraco et al., 2023).
Conclusion
As with all good things, there are some caveats to third spaces. It is important to note that the quality of the third space programs (Shernoff, 2010) and the staff-student relationship (De Oliveira Major et al., 2023; Fiona et al., 2004; Forest, 2008) influence the magnitude of academic, behavioral, and social benefits. The more structured and intentional the third space programming, combined with the skill and professionalism of the third space staff, ultimately shapes the results.
That said, third spaces provide children with a safe environment to explore the world around them, leading to higher academic achievement and social and behavioral improvements. I strongly encourage all parents, caregivers and educators to familiarize themselves with the third spaces available to their young people. You can find a multitude of third-party spaces for kids just by looking at 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 the third space activity is, whether it’s skateboarding, band, or daycare, these experiences are often underutilized but could forever impact students’ lives. Give children a community and they will be transformed.
