Adolescence is a critical period of physical and social transitions, one that provides a window of opportunity for learning, acquiring skills, and developing critical thinking, and events that occur during this time have a lasting influence on an individual’s life trajectory. (Petersen, 1988). Creation of a safe space has been identified as essential for effective positive youth development programs that, when intentionally integrated into program design, can improve both youth outcomes and development outcomes. Safe spaces are defined to be “physical or virtual spaces which enable youth, to come together and freely express themselves without judgment or fear of retribution” (UNFPA, 2015). 

Many programs implemented in low-and middle-income countries incorporate safe space features into PYD programs.  A systematic review of positive youth development programs in low and middle income countries (LMICs) found that, although the number of evaluations is limited, PYD programs have resulted in positive outcomes across sectors, including improved knowledge, attitudes, and behaviors related to positive shifts in gender norms; on employment, skills development, and financial behaviors; and on sexual and reproductive health (SRH) (Alvarado et al., 2017). Programs with positive results for these sector-specific outcomes use safe spaces to teach transferable soft skills and competencies, foster self-confidence, self-efficacy, and leadership and engaged with numerous stakeholders across multiple settings, including schools, households and community centers. Most evaluations focused on sector-specific outcomes (e.g., HIV, SRH, workforce development) rather than outcomes across multiple sectors. The purpose of this brief is to discuss the characteristics of safe spaces and evaluate their success in contributing to positive youth outcomes in LMICs across sectors.