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<title>Extracurricular activity</title>

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<span id="openzim-page-title" class="mw-page-title-main"><span class="mw-page-title-main">Extracurricular activity</span></span>

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</style><div role="note" class="hatnote navigation-not-searchable">"Extracurricular" redirects here. For the South Korean TV series, see <a href="Extracurricular_(TV_series)" title="Extracurricular (TV series)">Extracurricular (TV series)</a>. For the Croatian film, see <a href="Extracurricular_(film)" title="Extracurricular (film)">Extracurricular (film)</a>.</div>

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<p>An <b>extracurricular activity (ECA)</b> or <b>extra academic activity</b> (<b>EAA</b>) or <a href="Cultural_Activities" class="mw-redirect" title="Cultural Activities">cultural activity</a> is an activity, performed by <a href="Student" title="Student">students</a>, that falls outside the realm of the normal <a href="Curriculum" title="Curriculum">curriculum</a> of school, <a href="College" title="College">college</a> or <a href="University" title="University">university</a> education.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Although approved and often sponsored by school official, such activities are <a href="Volunteering" title="Volunteering">voluntary</a> (as opposed to mandatory) and usually do not carry academic credit.<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Benefits_of_participation">Benefits of participation</h2></div>

<p>A group study conducted by surveying school-age students in the National Longitudinal Study of Adolescent Health revealed that 70% of adolescents in the USA are involved in some form of extracurricular activities.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup>

</p><p>Other studies have shown being involved in extracurricular activities reduces the likelihood of dropping out of school, likelihood of committing a criminal offence, and leads to higher educational retainment and success and achievements in school work,<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> not to mention that the greatest advantage of participating in at least one of these activities is the decrease in anti-social behaviors and students growing up to be more successful in communication and relationships.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup>

</p><p>Involvement in after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> Thus, being involved in activities outside of school increases students' chances of creating friendships. Also, extracurricular activities can provide families with a safe environment for their children while they are at work.<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> This gives the parents an opportunity to get all the work time possible and allows the child to participate in educational or athletic activities. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) <sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> Likewise, female adolescents involved in school based extracurricular activities had higher self-esteem than those not involved.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> The overall findings demonstrate that involvement in activities, whether it be sports, clubs, or school-based programs, have a positive impact on the participant's life.

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<div class="mw-heading mw-heading2"><h2 id="Importance_of_diversity">Importance of diversity</h2></div>

<p>Diversity in clubs and extracurricular activities plays an important role in adolescent lives and futures. Exposure to diverse groups can help promote adolescents to become socially intelligent and responsible adults. However, being immersed in diverse populations is not enough, as it is beneficial only if members engage with one another.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> More meaningful interactions with a diverse range of peers allows people to acquire traits such as more socially-responsible leadership skills.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> Furthermore, participating in ethnic clubs allowed minority groups to feel more connected to their cultures and allowed others to gain knowledge and understanding of other cultures.<sup id="cite_ref-auto1_14-0" class="reference"><a href="#cite_note-auto1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-auto_15-0" class="reference"><a href="#cite_note-auto-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> This has two key benefits: minority groups have a safe place to feel a sense of belonging to their cultural roots and background, and people of differing ethnic backgrounds have an opportunity to learn more about other cultures and thus become more culturally competent. Correlational studies showed positive relationships with involvement in ethnic/cultural clubs and intellectual and psychosocial development, multicultural competence, interpersonal skills, and leadership.<sup id="cite_ref-auto1_14-1" class="reference"><a href="#cite_note-auto1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-auto_15-1" class="reference"><a href="#cite_note-auto-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup>

</p><p>Additionally, in school settings, interracial friendships positively impacted the individuals involved and the school culture as a whole.<sup id="cite_ref-auto2_16-0" class="reference"><a href="#cite_note-auto2-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> This demonstrates the importance of implementing multiculturalism into school environments, both academically and in extracurricular activities. It is important to continue research on incorporating multiculturalism and ethnic/cultural clubs into schools. Creating a multicultural competent environment for diverse student populations allows them to engage with others, discuss possible biases and stereotypes openly, and form meaningful intergroup relationships. If that is implemented at a young age, it is more likely to carry into adulthood, thus molding a more socially and culturally competent adult.<sup id="cite_ref-auto2_16-1" class="reference"><a href="#cite_note-auto2-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Extracurricular_Management_Systems">Extracurricular Management Systems</h2></div>

<p>An <b>Extracurricular Management System (EMS)</b> is a <a href="Management_information_system" title="Management information system">management information system</a> for education establishments to manage extracurricular data and processes.

</p><p>The primary function of an EMS is to handle administrative tasks associated with the operation of an extracurricular program so that staff can focus on delivering great extracurricular activities and outcomes for students. Automating the basic <a href="Academic_administration" title="Academic administration">administration tasks</a> associated with extracurricular management saves educational institutions money and time, while also improving control and visibility.<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> Extracurricular activities form an important part of the student experience, so managing them accurately and efficiently is of paramount importance in achieving positive outcomes for students.<sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading3"><h3 id="Key_responsibilities">Key responsibilities</h3></div>

<ul><li>Managing the extracurricular calendar</li>

<li>Reporting on student outcomes in extracurricular activities</li>

<li>Managing extracurricular staff</li>

<li>Collecting, reporting and visualising extracurricular data in real-time</li>

<li>Facilitating two-way integration with the <a href="Student_information_system" title="Student information system">Student Information System</a></li>

<li>Being highly accessible via <a href="Mobile_device" title="Mobile device">mobile devices</a></li>

<li>Communicating personalised extracurricular information to students and parents</li></ul>

<p>An EMS is not responsible for academic or classroom processes, including student class timetables.

</p>

<div class="mw-heading mw-heading2"><h2 id="Examples">Examples</h2></div>

<div class="mw-heading mw-heading3"><h3 id="Specific_events">Specific events</h3></div>

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<ul><li><a href="United_States_Academic_Decathlon" title="United States Academic Decathlon">United States Academic Decathlon</a></li>

<li><a href="Model_United_Nations" title="Model United Nations">Model United Nations</a></li>

<li><a href="UNICEF_Club" class="mw-redirect" title="UNICEF Club">UNICEF Club</a></li>

<li><a href="World_Scholar's_Cup" title="World Scholar's Cup">World Scholar's Cup</a></li>

<li><a href="Moot_court" title="Moot court">Moot court</a></li>

<li><a href="Model_Crime_Investigations" title="Model Crime Investigations">Model Crime Investigations</a></li>

<li>Competitions such as the <a href="National_History_Day" title="National History Day">National History Day</a> program & <a href="Quiz_Bowl" class="mw-redirect" title="Quiz Bowl">Quiz Bowl</a></li>

<li>Political science organizations that <a href="Moot_court" title="Moot court">moot court</a>, or the publication of a <a href="Law_review" title="Law review">law review</a></li>

<li><a href="Intern" class="mw-redirect" title="Intern">Internships</a> and other school sponsored work programs</li>

<li>School journalism</li>

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<div class="mw-heading mw-heading3"><h3 id="Generic_activities">Generic activities</h3></div>

<ul><li>Topic-specific <a href="Club_(organization)" title="Club (organization)">clubs</a> such as <a href="Math" class="mw-redirect" title="Math">math</a> club, Philanthropy <a href="Key_Club" title="Key Club">Key Club</a></li>

<li><a href="Choir" title="Choir">Choir</a></li>

<li><a href="Debate" title="Debate">Debate</a></li>

<li>Drama</li>

<li>English society</li>

<li><a href="Entrepreneurship" title="Entrepreneurship">Entrepreneurship</a></li>

<li><a href="Fan_club" title="Fan club">Fan clubs</a></li>

<li><a href="Model_United_Nations" title="Model United Nations">Model United Nations</a></li>

<li><a href="Moot_Court" class="mw-redirect" title="Moot Court">Moot Court</a></li>

<li><a href="Orchestra" title="Orchestra">Orchestra</a></li>

<li><a href="Reading" title="Reading">Reading</a></li>

<li><a href="Robotics" title="Robotics">Robotics</a></li>

<li><a href="Student_government" class="mw-redirect" title="Student government">Student government</a></li>

<li>Sports</li>

<li><a href="Tutoring" title="Tutoring">Tutoring</a></li>

<li><a href="University_society" class="mw-redirect" title="University society">University societies</a></li>

<li><a href="Yearbook" title="Yearbook">Yearbook</a></li></ul>

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<ul><li><a href="After-school_activity" title="After-school activity">After-school activity</a></li>

<li><a href="Co-curricular_activity_(Singapore)" title="Co-curricular activity (Singapore)">Co-curricular activity (Singapore)</a></li></ul>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

<dl><dt>Citations</dt></dl>

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</style><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.merriam-webster.com/dictionary/extracurricular">"Definition of Extracurricular"</a>. <i>Merriam-Webster</i>. Merriam Webster, Inc. 6 February 2025<span class="reference-accessdate">. Retrieved <span class="nowrap">13 February</span> 2025</span>.</cite></span>

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<li id="cite_note-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-2">^</a></b></span> <span class="reference-text"><cite id="CITEREFKingMcQuarrieBrigham2021" class="citation journal cs1">King, Alyson E.; McQuarrie, Fiona A.E.; Brigham, Susan M. (3 July 2021). "Exploring the Relationship Between Student Success and Participation in Extracurricular Activities". <i>SCHOLE: A Journal of Leisure Studies and Recreation Education</i>. <b>36</b> (<span class="nowrap">1–</span>2): <span class="nowrap">42–</span>58. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F1937156X.2020.1760751">10.1080/1937156X.2020.1760751</a>.</cite></span>

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<li id="cite_note-4"><span class="mw-cite-backlink"><b><a href="#cite_ref-4">^</a></b></span> <span class="reference-text"><cite id="CITEREFFeldman2005" class="citation journal cs1">Feldman, Amy (2005). "The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions". <i>Review of Educational Research</i>. <b>75</b> (2): <span class="nowrap">159–</span>210. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3102%2F00346543075002159">10.3102/00346543075002159</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145684535">145684535</a>.</cite></span>

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<li id="cite_note-5"><span class="mw-cite-backlink"><b><a href="#cite_ref-5">^</a></b></span> <span class="reference-text"><cite id="CITEREFEcclesBarberStoneHunt2003" class="citation journal cs1">Eccles, Jacquelynne; Barber, Bonnie L.; Stone, Margaret; Hunt, James (2003). "Extracurricular Activities and Adolescent Development". <i>Journal of Social Issues</i>. <b>59</b> (4): <span class="nowrap">865–</span>889. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1046%2Fj.0022-4537.2003.00095.x">10.1046/j.0022-4537.2003.00095.x</a>.</cite></span>

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<li id="cite_note-8"><span class="mw-cite-backlink"><b><a href="#cite_ref-8">^</a></b></span> <span class="reference-text">Cherng, H. S., Turney, K., & Kao, G. (2014). Less Socially Engaged? Participation in

Friendship and Extracurricular Activities Among Racial/Ethnic Minority and Immigrant Adolescents. Teachers College Record, 116(3), 1-28.</span>

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<li id="cite_note-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-9">^</a></b></span> <span class="reference-text"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://youth.gov/youth-topics/afterschool-programs/benefits-youth-families-and-communities">"Benefits for Youth, Families, & Communities | Youth.gov"</a>. <i>youth.gov</i><span class="reference-accessdate">. Retrieved <span class="nowrap">2020-04-15</span></span>.</cite></span>

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<li id="cite_note-11"><span class="mw-cite-backlink"><b><a href="#cite_ref-11">^</a></b></span> <span class="reference-text">Kort-Butler, L., & Hagewen, K. J. (2011). School-based extracurricular activity

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<li id="cite_note-12"><span class="mw-cite-backlink"><b><a href="#cite_ref-12">^</a></b></span> <span class="reference-text">Park, J. p., & Chang, S. H. (2015). Understanding Students' Precollege Experiences

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<li id="cite_note-13"><span class="mw-cite-backlink"><b><a href="#cite_ref-13">^</a></b></span> <span class="reference-text"><cite id="CITEREFParkerPascarella2013" class="citation journal cs1">Parker, Eugene T.; Pascarella, Ernest T. (2013). "Effects of diversity experiences on socially responsible leadership over four years of college". <i>Journal of Diversity in Higher Education</i>. <b>6</b> (4): <span class="nowrap">219–</span>230. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1037%2Fa0035130">10.1037/a0035130</a>.</cite></span>

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<li id="cite_note-auto1-14"><span class="mw-cite-backlink">^ <a href="#cite_ref-auto1_14-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-auto1_14-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><cite id="CITEREFInkelas2004" class="citation journal cs1">Inkelas, Karen Kurotsuchi (2004). "Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates". <i>Journal of College Student Development</i>. <b>45</b> (3): <span class="nowrap">285–</span>302. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1353%2Fcsd.2004.0037">10.1353/csd.2004.0037</a>.</cite></span>

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<li id="cite_note-auto-15"><span class="mw-cite-backlink">^ <a href="#cite_ref-auto_15-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-auto_15-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text">Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of

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<li id="cite_note-17"><span class="mw-cite-backlink"><b><a href="#cite_ref-17">^</a></b></span> <span class="reference-text"><cite id="CITEREFDevitt2017" class="citation web cs1">Devitt, Dave (November 21, 2017). <a rel="nofollow" class="external text" href="https://info.sydcon.com/blog/11-benefits-of-automating-manual-processes">"11 Benefits of Automating Manual Processes"</a>. <i>Sydcon</i>.</cite></span>

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<li id="cite_note-18"><span class="mw-cite-backlink"><b><a href="#cite_ref-18">^</a></b></span> <span class="reference-text"><cite id="CITEREFDarlingCaldwellSmith2005" class="citation journal cs1">Darling, Nancy; Caldwell, Linda; Smith, Robert (2005). "Participation in School-Based Extracurricular Activities and Adolescent Adjustment". <i>Journal of Leisure Research</i>. <b>37</b> (1): <span class="nowrap">51–</span>76. <a href="Bibcode_(identifier)" class="mw-redirect" title="Bibcode (identifier)">Bibcode</a>:<a rel="nofollow" class="external text" href="https://ui.adsabs.harvard.edu/abs/2005JLeiR..37...51D">2005JLeiR..37...51D</a>. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F00222216.2005.11950040">10.1080/00222216.2005.11950040</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:33133694">33133694</a>.</cite></span>

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</ol></div></div>

<div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2></div>

<ul><li><cite id="CITEREFRubinBommerBaldwin2002" class="citation journal cs1">Rubin, Robert S.; Bommer, William H.; Baldwin, Timothy T. (2002). "Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?". <i>Human Resource Management</i>. <b>41</b> (4): <span class="nowrap">441–</span>454. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1002%2Fhrm.10053">10.1002/hrm.10053</a>.</cite></li>

<li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20090312054114/http://www.ecna.com.au/">Extra Curricular Network Australia (ECNA) promotes Extra curricular programs for tertiary students in Australia.</a></li>

<li><a rel="nofollow" class="external text" href="http://www.iquriouskids.com/">Extra-Curricular Activities After School Programs for Kids in Houston</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20170314001419/https://www.iquriouskids.com/">Archived</a> 2017-03-14 at the <a href="Wayback_Machine" title="Wayback Machine">Wayback Machine</a></li>

<li><a rel="nofollow" class="external text" href="https://www.ewi-psy.fu-berlin.de/en/v/wera-irn-extended-education/index.html">International Research Network Extended Education</a></li></ul>

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</style></div><div role="navigation" class="navbox authority-control" aria-labelledby="Authority_control_databases_frameless&#124;text-top&#124;10px&#124;alt=Edit_this_at_Wikidata&#124;link=https&#58;//www.wikidata.org/wiki/Q1341006#identifiers&#124;class=noprint&#124;Edit_this_at_Wikidata1122" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><div id="Authority_control_databases_frameless&#124;text-top&#124;10px&#124;alt=Edit_this_at_Wikidata&#124;link=https&#58;//www.wikidata.org/wiki/Q1341006#identifiers&#124;class=noprint&#124;Edit_this_at_Wikidata1122" style="font-size:114%;margin:0 4em">Authority control databases </div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">International</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><span class="uid"><span class="rt-commentedText tooltip tooltip-dotted" title="Student activities"><a rel="nofollow" class="external text" href="https://id.worldcat.org/fast/1135799">FAST</a></span></span></li></ul></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">National</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><span class="uid"><span class="rt-commentedText tooltip tooltip-dotted" title="Student activities"><a rel="nofollow" class="external text" href="https://id.loc.gov/authorities/sh85129244">United States</a></span></span></li><li><span class="uid"><a rel="nofollow" class="external text" href="https://datos.bne.es/resource/XX539233">Spain</a></span></li><li><span class="uid"><a rel="nofollow" class="external text" href="https://www.nli.org.il/en/authorities/987007541326405171">Israel</a></span></li></ul></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><span class="uid"><a rel="nofollow" class="external text" href="https://lux.collections.yale.edu/view/concept/2672dfe5-4c20-476e-a21f-545be35d7df9">Yale LUX</a></span></li></ul></div></td></tr></tbody></table></div></div><div><div class="zim-footer">

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