Rethinking Space for Student Support

What are Third Spaces?

Introduced by sociologist Ray Oldenburg, third space is defined as an environment “outside of home and work where people can come together, relax, and feel a sense of belonging”, an informal public gathering place distinct from home/residential spaces (“first places”) and work/academic settings (“second places”)^1,2

Examples of Third Spaces on Campus^1,3-5:

• Libraries
• Cultural centre
• Coffee shops or cafés
• Common rooms
• Dining halls
• Outdoor gardens and parks
• Benches in classroom halls
• Game rooms
• Gyms
• Student lounges

Why does Space Matter for Student Mental Health?

The design and feel of physical spaces play a significant role in supporting student mental health. Third spaces have been shown to reduce social isolation and stress, while boosting mood and productivity.⁶ Welcoming and inclusive environments help alleviate symptoms of mental health challenges by fostering a sense of belonging, safety, and purpose. They also encourage students to participate in daily activities such as socializing, running errands, attending religious services, working, and focusing on their health, which are essential for overall well-being.⁷ Additionally, environmental design, including natural light , greenery, calming textures, and warm colours (e.g., beige, khaki, soft yellow, brown) can influence mood and behaviour, lower stress, and promote emotional regulation.⁸ These features are often connected to principles of biophilic design, which emphasizes incorporating natural elements into built environments to support well-being.

It is important to recognize that third spaces are deeply personal and vary from student to student.¹ For one student, the library might be a silent zone to study (not a third space at all), while for another, it is a place to unwind, listen to music, or catch up with friends.³ On campus, it is not just about what a space is, but how students use it.

Pause and Reflect

Take a moment to think about your own favorite third space.

• Where is it?
• How do you use it (e.g., relaxing, socializing, reflecting?
• What makes it feel comfortable or supportive to you?

Post-secondary institutions should pay attention to where students gather to connect, socialize, and feel at ease, recognizing that needs and preferred environments may vary year of study. For example, first-year students are navigating major social and academic transitions and benefit from spaces that foster social connections.⁹ In contrast, upper-year students may place greater value on quiet, flexible spaces that facilitate concentration and academic focus.¹⁰

Including students in the co-design of spaces is essential, as their input helps create environments that better support learning and well-being. Mäkelä et al.¹¹ showed that student involvement improves understanding of how physical and psychosocial factors interact, leading to more balanced and functional designs. The spaces should be inclusive, accessible, and responsive to the diverse and evolving needs of all students.

• What makes a third space special is not the physical setting itself, but the meaning students attach to it and the ways it contributes to belonging and well-being.¹

Designing Effective Third Spaces on Campus

To be truly supportive and inclusive, third spaces should be⁵:

• Free to use: accessible without expecting students to make a purchase or rent
• Spacious and uncrowded: offering comfort
• Distributed across campus: not limited to one building or zone
• Addressing different needs: include both quiet and social areas
• Co-created with members of the community: involve students, faculty, and staff in the design process
• Accessible for all: accommodate students with physical disabilities, sensory sensitivities, and/or neurodivergence
• Culturally inclusive: reflect the identities of all students through inclusive art, diverse languages, and visible symbols of belonging (e.g., multilingual signage, Indigenous artwork, rainbow flags that signal support for 2SLGBTQIA+ students)

Biophilic Design 

Biophilia is the innate human attraction to nature. Biophilic design involves creating environments that reflect elements of the natural world, helping people feel more connected to nature, and can be applied to indoor spaces. This can include features like indoor plants, sunlight, natural materials, and even water elements.¹² Research shows that biophilic design can positively impact mental health by lowering stress levels, boosting mood, and improving overall environmental quality and well-being.¹² Even small additions, like adding plants in classrooms, have been linked to increased academic productivity among post-secondary students.¹²

Approaches to Biophilic Design on Campus^13,14

• Incorporate unobstructed green views from indoor spaces such as classrooms, offices, and third spaces.
• Reduce city noises using natural sound barriers or strategic landscape design.
• Plant local, hardy vegetation that lasts throughout all seasons, including winter climates.
• Prioritize teaching and office spaces with windows that allow daylight and outdoor views.
• Use operable windows to bring in fresh air and allow subtle changes in air temperature.
• Display nature-themed visuals, such as vegetation images on digital screens before class and on library computer backgrounds.
• Decorate spaces with wall coverings, pictures, and student artwork that incorporate natural themes, patterns, and colours.
• Incorporate calming nature sounds (for example, birdsong or water) in quiet study areas or third spaces.
• Encourage students to spend more time outdoors, including holding outdoor classes or study sessions, and for socializing. On colder or winter days, provide indoor alternatives that connect to nature, such as sunlit reading areas, or indoor plant zones.

Example: The University of Ottawa’s Living Wall combines a giant indoor plant installation with Indigenous artwork, creating a visually engaging and restorative third space for students.

Photo taken from: https://www.uottawa.ca/en/news-all/revitalizing-heritage-stephanie-tenasco-indigenous-art-transforms-uottawa-living-wall

Innovative Ideas for Space Use in Third Spaces

1. Repurpose existing spaces

Transform underutilized campus areas into student-centered environments:

• Convert unused classrooms, conference rooms, storage areas, or even old campus pubs into student lounges, quiet zones for relaxation, areas designed to foster connection with others, and peer support spaces
  • Example: At Laurentian University, an unused campus pub was repurposed into a vibrant Free Store, serving as a hub for donated clothing, household items, and other essentials from students, faculty, and staff. The store not only provides free goods but also fosters a sense of community and sustainability. Alongside, they offer workshops like “Dress for Success,” which guides students on how to present themselves in job interviews and professional settings, and “Budgeting”, helping individuals manage their finances.
  • Example: OCAD University has transformed a section of their Student Wellness Centre into a vibrant, student-driven space called the “Living Room”. Co-designed by students, this area is a welcoming place for relaxation that feels like home, featuring couches, meditation pillows, chairs, and tables, perfect for conversation and connection. A kitchen space offers snacks while students can engage with peer facilitators or join in activities like “Pizza and Co-Design”, “Crafts & Chill”, and “Self-Love Phone Charms Workshop”. The space also has plants and student-created artwork creating a hub that fosters community. Volunteer positions are also available, giving students the chance to build skills in areas such as budgeting, marketing strategy, public speaking, and more.

2. Pop-up wellness spaces

Introduce mobile, temporary setups that adapt to students’ needs:

• Mindfulness/meditation spaces
• Drop-in peer support areas
• Art therapy tables or creativity zones

3. Outdoor study and restorative areas

Make use of underutilized green space for informal third spaces:

• Install benches, shade areas, or hammocks to encourage relaxation
• Consider partnerships with community organizations or nearby youth hubs to create additional third spaces for students

By intentionally creating or designing inclusive and biophilic elements in third spaces on campus, post-secondary institutions can provide students with environments that promote well-being, encourage engagement, and support academic success.

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References

1. School Mental Health Ontario. What’s your third place? [Internet]. School Mental Health Ontario; 2025 [cited 2025 Aug 13]. Available from: https://smho-smso.ca/whats-your-third-place/
2. Oldenburg R. The Great Good Place: Cafes, Coffee Shops, Community Centers, Beauty Parlors, General Stores, Bars, Hangouts, and How They Get You Through the Day. New York: Paragon House; 1989.
3. Aabø S, Audunson R. Use of library space and the library as place. Libr. Inf. Sci. Res. 2012 April;34(2):138–149. doi: 10.1016/j.lisr.2011.06.002
4. Lukito YN, Xenia AP. Café as third place and the creation of a unique space of interaction in UI campus. IOP Conference Series: Earth and Environmental Science. 2017 August;99:012028. doi: 10.1088/1755-1315/99/1/012028
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6. Lee N, Houston D. The perceived psychological benefits of third places for university students before and after COVID-19 Lockdowns. Cities. 2024 Oct;153:105299. doi: 10.1016/j.cities.2024.105299
7. Snethen G, Jeffries V, Thomas E, Salzer M. Welcoming places: Perspectives of individuals with mental illnesses. Am. J. Orthopsychiatry. 2021;91(1):76–85. doi: 10.1037/ort0000519
8. Al Sayyed H, Al-Azhari W. Investigating the role of biophilic design to enhance comfort in residential spaces: Human physiological response in immersive virtual environment. Front. Virtual Real. 2025 Feb 20;6. doi: 10.3389/frvir.2025.1411425
9. Pancer SM, Pratt M, Hunsberger B, Alisat S. Bridging Troubled Waters: Helping Students Make the Transition from High School to University. Guidance & Counselling. 2004 Jul;19(4):184-190.
10. Beckers R, van der Voordt T, Dewulf G. Learning space preferences of higher education students. Build. Environ. 2016 Aug;104:243–252. doi: 10.1016/j.buildenv.2016.05.013
11. Mäkelä T, Helfenstein S, Lerkkanen M-K, Poikkeus A-M. Student participation in learning environment improvement: analysis of a co-design project in a Finnish upper secondary school. Learning Environ Res. 2018 Apr;21(1):19–41. doi: 10.1007/s10984-017-9242-0
12. Li K, Perrault A, DeYoung WA, Cameron E, Miller CT, O’Connor AS, Gu M, Braun B. Impact of biophilic design on college student perception of Mental Health and environmental benefits: A dose-response study. Build Environ. 2025 Jan 1;267:112318. doi: 10.1016/j.buildenv.2024.112318
13. Peters T, D’Penna K. Biophilic design for Restorative University Learning Environments: A critical review of literature and design recommendations. Sustainability. 2020 Aug 30;12(17):7064. doi: 10.3390/su12177064  
14. Özdemir H. Integrating nature into academic spaces: Biophilic Campus. PLANARCH. 2024;8(2):210–224. doi: 10.54864/planarch.1491955