By Evelyn Long

In modern school design, the most critical spaces for student development may not be classrooms — they may be the areas in between. Third spaces like commons, libraries and even hallways represent an untapped frontier for fostering the youth’s social and mental well-being. They’re crucial for community health, but they are steadily declining. This presents a unique opportunity for educational facilities. ��

The Disappearing Third Space and Its Toll on Student Wellness��

Third spaces��, unlike the first and second spaces — the home and work or school. However, third spaces like malls, local parks and other����after the COVID-19 pandemic and rise of digital platforms and online communities. This reduces the number of venues and opportunities for low-stakes social interactions that children and young adults especially need.������

“We need intimate, close relationships,” Japonica Brown-Saracino, a sociology professor at Boston University, said. “But casual relationships serve a purpose as well, and many of those can be cultivated in a third place.”����

Around����between the ages of 13 and 29 report feeling lonely. Teenagers have the highest rates, and those experiencing this isolation are 22% more likely to earn lower grades. These statistics are alarming, as loneliness can����and diminish life expectancy.����

Within academic institutions, third spaces are where students choose to be, without a formal agenda. Students����these places when��they’re��at school. For example, many Gen Z students prefer to spend time in settings with third-space qualities when��they’re��not in class. The challenge for designers is how to bring those qualities inside school walls.����

From Concept to Construction — How to Build a Third Space��

While the sociological need for third spaces is compelling, the “how” is where design and construction experts can translate an abstract concept into a functional reality. Here are design strategies and ideas that can transform underutilized areas into vibrant hubs for student life.����

Implement Flexible and Biophilic Design��

Modern third spaces must serve multiple purposes and ideally connect students to nature. Consider these ideas:������

• Use modular seating, movable��partitions��and varied furniture to create distinct zones for quiet study, social��interaction��and collaborative work within a single��open area.����

• Go beyond potted plants by incorporating living walls, wood-paneled��accents��and large windows to maximize natural light.����

• Choose carpets,��textiles��or acoustic panels that feature patterns inspired by nature to create a subtle connection to the natural world.����

Adopt a “Resimercial” Approach to Materials and Comfort��

Blending the comfort of home with the durability of commercial environments is possible with��particular strategies:����

• Use durable but comfortable materials like cleanable fabrics, warm-toned��flooring��and area rugs to dampen sound and define spaces.����

• Install a long, recessed electric fireplace in communal spaces to create a powerful sense of warmth and gathering.����

• Designate��wall spaces for framing systems that display rotating student artwork to highlight the school’s community.����

Ensure Accessibility and Code Compliance��

Compliance with codes and regulations, from��, is also nonnegotiable. Professionals must go beyond meeting the��minimum��requirements of the Americans with Disabilities Act to ensure accessibility:������

• Create clear, intuitive pathways free of obstacles, with good lighting and clear wayfinding signage to��assist��neurodiverse students or those with low vision.����

• Provide a variety of seating options, including chairs with and without armrests and couches at different heights.����

• Design for various sensory needs, which may include using acoustic paneling to dampen noise in “quiet zones” and providing areas with lower levels of stimulation.����

Leverage Smart Technology for Efficient Environments��

Smart technology will be part of an estimated����by 2028. This widespread adoption means that many students and their parents increasingly see responsive features as a standard.����

• Implement a zoned, smart HVAC system to keep different zones within a third space cool or heated simultaneously based on occupancy and need.����

• Install motorized shades that are programmed to automatically lower during peak sun hours to reduce solar heat gain.����

• Ensure the smart features are well-integrated to reduce energy consumption����and gain significant savings.����

Provide Pervasive and Accessible Technology��

Beyond smart automation, third spaces must always provide the fundamental technological infrastructure students need.��

• Integrate power outlets and USB charging ports directly into couches, tables,��benches��and other furniture.����

• Ensure the third space has a blanket��coverage��wireless network with sufficient density of wireless access points to handle hundreds of simultaneous connections without lag or dead zones.����

• Create dedicated huddle stations for small group work, equipped with a monitor with screen-sharing capabilities and mobile whiteboards that can be moved to��different locations��as needed.����

The Future of School as a Community Anchor��

Third spaces are a proven sociological concept that provides the informal, voluntary social connection that today’s adolescents are actively seeking. The goal is to intentionally design these spaces into the school environment, rather than leaving them to chance. Combine flexible, human-centered architectural planning and strategically integrate smart technology. Aim to become builders of the infrastructure that supports a healthier and more connected generation.����

The post Can Design Turn Schools��Into��the New Third Space?�� appeared first on 91��Ƶ.

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The campus is among the first in the nation designed to accommodate the challenges of children with ASD. We spoke with New Jersey-based  Partner Merilee Meacock, AIA, PP, LEED AP, about the landmark project and how biophilic design informed its genesis.

Q: What are the specific aspects of biophilic design that resonant with students on the autism spectrum?

Meacock: Visual connection to nature provides a positive impact on cognitive, psychological and physiological responses. It influences an individual’s mental health, performance and well-being. A wide range of health studies support that connection to nature has a profound impact on human fitness and quality of life. Exposure to nature can reduce stress, lower blood pressure, provide pain relief, improve illness recovery, accelerate healing, enhance staff morale and performance, and lead to fewer conflicts between individuals and caregivers.

The design of Bancroft’s Mount Laurel campus connects students, staff, and the community to nature through literal and figurative connections, visual connections to gardens and the outside landscape of the campus provides connection to circadian rhythms, peace and pleasure. The use of natural materials within the environment provide other sensory experiences, both calming and stimulating as needed for each student. Materials can affect student engagement, attitude, ability to relax, pay attention and aptitude for learning.

Access to the gardens and the pond provide complex sensory experiences, tapping into diverse fragrances, light, fluid sounds and variability in sensory patterns. As students explore the campus, a visual and form-based pattern language evoked in the use of biomorphic patterns — color coding, roof gable shapes — provides visual cues, allowing students to feel independent in a safe space and promoting emotional attachment to place.

Mental benefits of biophilic principles range from increased satisfaction and motivation to less stress and anxiety and improved problem-solving and creativity. Positive behavioral changes include improved coping and mastery skills, enhanced attention and concentration, lower hostility and aggression, and improved social interaction.

Q: What are the considerations in designing for this population versus neurotypical students?

Meacock: Individuals with special needs often have increased sensitivity to various ranges of light, sound and motion.

Often, individuals on the spectrum contribute to elevated levels of sound and movement in a space. There is a diversity in gross and fine motor skills and a wide range of the level of individuals’ understanding of social cues and context. Individuals may also experience a greater range of preferred communication methods that depend more on all five senses.

Although there are commonalities amongst individuals with ASD, each individual experiences different triggers and learning requirements. Adapting spaces and maintaining their flexibility, as well as providing clear and multi-sensory wayfinding and orientation cues, become of heightened importance.

Q: How does biophilic design address issues symptomatic of students on the spectrum — from light to noise and other environmental factors that can be stressors?

Meacock: The use of windows on the Bancroft project as well as the building configuration and consideration of diffuse and direct light balance daily and seasonal light cycles. Understanding that these cycles are part of setting a circadian rhythm that contributes to well-being is key to the design’s manifestation of light throughout the campus. Bancroft’s use of shades and window coatings further engages the users in providing choice — what pattern of light is right for me at what time. This is paralleled in the temperature controls and choices that users can engage in, promoting a sense of independence and customization.

Risk and peril is a biophilic pattern that offers users a sense of exhilaration through the intrigue and exhilaration of an implied threat, such as height. Elements such as interior and exterior playgrounds with climbing opportunities that allow students to concentrate on challenges, achieve success and confidently grow in their achievements are safe examples of risk and peril in action.

A space that incorporates mystery promotes anticipation and expectation. For Bancroft, we design school corridors that weave and build, creating an experience that allows for glimpses of what’s ahead, but requires exploration and curiosity to explore around corners. Similarly, the golden walk that serves as Bancroft’s entry sequence involves a sensory trail, water feature, views to athletics fields, music, art and retail areas, the sensory experience of the dining hall, all combining for a multi-sensory experience that builds on variability and discovery.

Balancing prospect and refuge can have the effect of creating free and open spaces while simultaneously offering individuals safety and comfort in grounded objects that promote rest and protectiveness. The design of Bancroft applies vast views to the acreage of campus — from the main lobby, one can engage with a vista of deer running through the field, the moon or sun rising, wildlife or people enjoying the quad. This sense of connection within a safe space offers individuals a sense of security and confidence.

Within the school areas, the design took a unique approach — providing small sensory rooms that offer students protective places to retreat to when overstimulated. Similarly, the housing design is configured with three distinct group spaces for families to gather for weekends or special occasions.

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