Exploring extracurricular clubs in high schools as third spaces for developing youth activism and critical engagement

Abstract

Formal school spaces are often limited in preparing youth for critical engagement and activism due to standardized curricula, constrained resources, and politicized pressures. Nonformal learning environments, specifically extracurricular clubs, remain underexplored as spaces for youth activism. This study investigates how extracurricular clubs in high schools function as third spaces for learning about social justice issues and engaging in collective action. Using reflexive thematic analysis, we analyzed twelve discussion groups with 63 high school students involved in extracurricular clubs. Findings suggest that club participation fosters critical engagement, activism-related knowledge and skills, and a justice-oriented approach to local and global issues, with promise for enhanced global citizenship. However, specific conditions influence youth interest, retention, and action. Implications highlight the need for educational institutions to support third-space opportunities for youth activism.