Editing Extracurricular activity

{{Short description|Activity outside regular education}}
{{Redirect|Extracurricular|the South Korean TV series|Extracurricular (TV series)|the Croatian film|Extracurricular (film)}}
{{Globalize|article|USA|2name=the United States|date=August 2011}}
[[File:Kids Camp 2015 Day 3 (18936933418).jpg|thumb|Children at a chess club in the U.S.]]
An '''extracurricular activity (ECA)''' or '''extra academic activity''' ('''EAA''') or [[Cultural Activities|cultural activity]] is an activity, performed by [[student]]s, that falls outside the realm of the normal [[curriculum]] of school, [[college]] or [[university]] education.<ref>{{cite web |title=Definition of Extracurricular |url=https://www.merriam-webster.com/dictionary/extracurricular |website=Merriam-Webster |publisher=Merriam Webster, Inc. |access-date=13 February 2025 |language=en |date=6 February 2025}}</ref> Although approved and often sponsored by school official, such activities are [[Volunteering|voluntary]] (as opposed to mandatory) and usually do not carry academic credit.<ref>{{cite journal |last1=King |first1=Alyson E. |last2=McQuarrie |first2=Fiona A.E. |last3=Brigham |first3=Susan M. |title=Exploring the Relationship Between Student Success and Participation in Extracurricular Activities |journal=SCHOLE: A Journal of Leisure Studies and Recreation Education |date=3 July 2021 |volume=36 |issue=1-2 |pages=42–58 |doi=10.1080/1937156X.2020.1760751}}</ref><ref>{{cite journal |last1=Jones |first1=Galen |title=Extracurricular Activities in Relation to the Curriculum |journal=Teachers College Record: The Voice of Scholarship in Education |date=May 1936 |volume=37 |issue=8 |pages=1–12 |doi=10.1177/016146813603700802}}</ref>

== Benefits of participation ==
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.<ref>{{cite journal|last1=Feldman|first1=Amy|title=The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions|journal=Review of Educational Research|volume=75|issue=2|pages=159–210|doi=10.3102/00346543075002159|year=2005|s2cid=145684535}}</ref>

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,<ref>{{cite journal|last1=Eccles|first1=Jacquelynne|last2=Barber|first2=Bonnie L.|last3=Stone|first3=Margaret|last4=Hunt|first4=James|title=Extracurricular Activities and Adolescent Development|journal=Journal of Social Issues|volume=59|issue=4|pages=865–889|doi=10.1046/j.0022-4537.2003.00095.x|year=2003}}</ref> 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.<ref>{{cite journal|last1=Mahoney|first1=Joseph|title=School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns|journal=Child Development|volume=71|issue=2|pages=502–516|doi=10.1111/1467-8624.00160|pmid=10834480|year=2000}}</ref>

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.<ref>{{cite journal | doi=10.1177/0040059915580029 | title=Extracurricular School Clubs | date=2015 | last1=Pence | first1=Alicia R. | last2=Dymond | first2=Stacy K. | journal=Teaching Exceptional Children | volume=47 | issue=5 | pages=281–288 }}</ref> 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.<ref>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.</ref> 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.<ref>{{Cite web|url=https://youth.gov/youth-topics/afterschool-programs/benefits-youth-families-and-communities|title=Benefits for Youth, Families, & Communities {{!}} Youth.gov|website=youth.gov|access-date=2020-04-15}}</ref> 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) <ref>{{cite journal | doi=10.1111/josh.12154 | title=Organized Extracurricular Activities: Are In-School and Out-of-School Activities Associated with Different Outcomes for Canadian Youth? | date=2014 | last1=Guèvremont | first1=Anne | last2=Findlay | first2=Leanne | last3=Kohen | first3=Dafna | journal=Journal of School Health | volume=84 | issue=5 | pages=317–325 | pmid=24707926 }}</ref> Likewise, female adolescents involved in school based extracurricular activities had higher self-esteem than those not involved.<ref>Kort-Butler, L., & Hagewen, K. J. (2011). School-based extracurricular activity 
involvement and adolescent self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 40(5), 568-81.</ref> 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.

== Importance of diversity ==
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.<ref>Park, J. p., & Chang, S. H. (2015). Understanding Students' Precollege Experiences 
With Racial Diversity: The High School as Microsystem. Journal of College Student Development, 56(4), 349-362.</ref> More meaningful interactions with a diverse range of peers allows people to acquire traits such as more socially-responsible leadership skills.<ref>{{cite journal | doi=10.1037/a0035130 | title=Effects of diversity experiences on socially responsible leadership over four years of college | date=2013 | last1=Parker | first1=Eugene T. | last2=Pascarella | first2=Ernest T. | journal=Journal of Diversity in Higher Education | volume=6 | issue=4 | pages=219–230 }}</ref> 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.<ref name="auto1">{{cite journal | doi=10.1353/csd.2004.0037 | title=Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates | date=2004 | last1=Inkelas | first1=Karen Kurotsuchi | journal=Journal of College Student Development | volume=45 | issue=3 | pages=285–302 }}</ref><ref name="auto">Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of 
Interacting with International Students. Journal of International Students, 3(2), 85-101.</ref> 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.<ref name="auto1"/><ref name="auto"/>

Additionally, in school settings, interracial friendships positively impacted the individuals involved and the school culture as a whole.<ref name="auto2">{{cite journal | doi=10.1177/2156759x0001800115 | title=Supporting Interethnic and Interracial Friendships among Youth to Reduce Prejudice and Racism in Schools: The Role of the School Counselor | date=2014 | last1=Pica-Smith | first1=Cinzia | last2=Poynton | first2=Timothy A. | journal=Professional School Counseling | volume=18 }}</ref> 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.<ref name="auto2"/>

==Extracurricular Management Systems==
An '''Extracurricular Management System (EMS)''' is a [[management information system]] for education establishments to manage extracurricular data and processes.

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 [[Academic administration|administration tasks]] associated with extracurricular management saves educational institutions money and time, while also improving control and visibility.<ref>{{Cite web|url=https://info.sydcon.com/blog/11-benefits-of-automating-manual-processes|title=11 Benefits of Automating Manual Processes|last=Devitt|first=Dave|date=November 21, 2017|website=Sydcon}}</ref> 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.<ref>{{Cite journal|last1=Darling|first1=Nancy|last2=Caldwell|first2=Linda|last3=Smith|first3=Robert|s2cid=33133694|date=2005|title=Participation in School-Based Extracurricular Activities and Adolescent Adjustment|journal=Journal of Leisure Research|volume=37|issue=1 |pages=51–76|doi=10.1080/00222216.2005.11950040|bibcode=2005JLeiR..37...51D }}</ref>

=== Key responsibilities  ===

* Managing the extracurricular calendar
* Reporting on student outcomes in extracurricular activities
* Managing extracurricular staff
* Collecting, reporting and visualising extracurricular data in real-time
* Facilitating two-way integration with the [[Student information system|Student Information System]]
* Being highly accessible via [[mobile device]]s
* Communicating personalised extracurricular information to students and parents

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

==Examples ==

=== Specific events ===
{{div col |colwidth=22em}}
* [[United States Academic Decathlon]]
* [[Model United Nations]]
* [[UNICEF Club]]
* [[World Scholar's Cup]]
* [[Moot court]]
* [[Model Crime Investigations]]
* Competitions such as the [[National History Day]] program & [[Quiz Bowl]]
* Political science organizations that [[moot court]], or the publication of a [[law review]]
* [[Intern]]ships and other school sponsored work programs
* School journalism
* [[4-H]]
{{div col end}}

=== Generic activities ===
{{div col |colwidth=22em}}
* Topic-specific [[Club (organization)|club]]s such as [[math]] club, Philanthropy [[Key Club]]
* [[Art]]
* [[School band|Band]]
* [[Choir]]
* [[Debate]]
* Drama
* English society
* [[Entrepreneurship]]
* [[Fan club]]s
* [[Model United Nations]]
* [[Moot Court]]
* [[Orchestra]]
* [[Reading]]
* [[Robotics]]
* [[Student government]]
* Sports
* [[Tutoring]]
* [[University society|University societies]]
* [[Yearbook]]
{{div col end}}

==See also==
* [[After-school activity]]
* [[Co-curricular activity (Singapore)]]

==References==
;Citations
{{Reflist}}

== External links ==
* {{cite journal|doi=10.1002/hrm.10053 |title=Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice? |date=2002 |last1=Rubin |first1=Robert S. |last2=Bommer |first2=William H. |last3=Baldwin |first3=Timothy T. |journal=Human Resource Management |volume=41 |issue=4 |pages=441–454 }}
* [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.]
* [http://www.iquriouskids.com/ Extra-Curricular Activities After School Programs for Kids in Houston] {{Webarchive|url=https://web.archive.org/web/20170314001419/https://www.iquriouskids.com/ |date=2017-03-14 }}
* [https://www.ewi-psy.fu-berlin.de/en/v/wera-irn-extended-education/index.html International Research Network Extended Education]

{{Authority control}}

[[Category:School terminology]]