The concept of space is deeply rooted in everyday consciousness and is used in various ways in educational science contexts. Nevertheless, it is a social construct that is not naturally given and holds structural significance for the educational and socialization processes during adolescence. Starting from a relational concept of space, this significance is qualitatively and empirically examined in the present volume. In particular, the processes of positioning and storage of adolescents in exclusive schools are focused on and related to familial connections. Through a multi-step theorization, pathways to a spatial theoretical analysis of youth are presented.