For the average child, their most memorable moments in school might not necessarily be related to their core classes, but their out of class activities instead. Many students across the country are currently involved in extracurricular activities, which are defined as studies that don’t within the realm of the normal curriculum classes like english and history, but are still offered in and out of schools (Massoni). While some view these activities as a waste of time, and believe that students should be focused on school work, these groups actually have proven to be very beneficial to a student’s success. In fact, many of the students who involved in these groups see benefits well into their adult lives. This leads to an important question: should extracurricular activities be required in American schools? Based on the benefits, students should be required to be a part of at least one extracurricular activity while going through K-12 schooling.

Schools have already started off right, by requiring elementary schools students to take part in Physical Education classes. Regular physical activity stimulates children’s brains and appears to be linked to improved academic achievement (Graham, Parker, Wilkins, Fraser, Westfall, Tembo). This also is important for battling childhood obesity, and promotes healthy muscle and bone development. The activities the children are required to do also promote “healthful social interactions” help children learn what it’s like to be part of a team (Datko). As well as improving their physical health, their mental health is benefited as well. The more physically active a child is during the day, the better their sleep will be at night. Children who get regular exercise and are on a health sleep schedule are less likely to be obese, and are more prepared for school work during the day (Datko).

While Physical Education plays an important part in children’s development, non-athletic programs can be an important factor for developing students as well. Studies show that when students participate in fine arts activities, whether it be a music, painting, or another visual art class, students are “[stimulating] their creativity, [enhancing] their problem-solving skills, allows youngster to experience the joy of self-expression, [and] encourages self-discipline…”  (Graham, Parker, Wilkins, Fraser, Westfall, Tembo). These school subjects that are seen as “pointless” by some, actually help children discover skills that help them in their main curricular classes, like mathematics and english (Graham). However more and more extracurricular classes are being shut down so that teachers have more time to have kids learn what is going to be on standardized testing. Despite this fact, students who participate in extracurricular activities actually see an improvement on their standardized test scores, and typically do better in the classroom  (Graham).

There are many specific examples as to how students can improve themselves in the classroom with things they have learned in their non-curricular studies. If students are truly passionate about an activity, they will learn discipline in order to be the best that they can be at it. If they do not follow follow the director or coaches’ directions, then their membership might be in jeopardy. So, they learn how to discipline themselves, and are able to apply that to being a more compliant student in their core curriculum classes (Massoni). Many extracurricular groups have a grade-limit on them as well, meaning that students participating have to have a certain grade point average in order to participate. This means that kids who are not interested in school, but are interested in their extracurricular activities, will have to improve their grades in order to keep their membership (Massoni). This relates to one of the most aspects of extracurricular studies: membership is completely voluntary. Students who want to participate will not only find the time to balance school and whatever activity they are a part of, but they will also find something that they truly care about and that makes them want to come to school (Massoni). Passion for the subject leading to hard work, is a contributing factor in how these activities make students better adults.

As well as improved grades, students who participate in extracurricular activities are much less likely to drop out of school in the United States (Massoni). Even though only about 10% of students across the US in a given year dropout, many subgroups of students including minorities, students with disabilities, or students who are at risk of failing have almost a 40% dropout rate annually. However, participation in extracurricular activities lowers the likelihood of dropping out in students who were previously at risk (Massoni). Students who dropout are more likely to have low income throughout their adult lives, are more likely to become a member of the lower-class, and also see a decline in mental health. However, it is noted that out of all the extracurricular groups, physical activities decrease dropout rates the least (McNeal 62). Still, it is an important thing that these groups are keeping students involved, and making them want to succeed in school even when the odds might be against them. 

While not dropping-out is already one lifelong benefit, there are several benefits that students receive that follow them even years after leaving their extracurricular groups. While a part of these groups, students can learn how to better participate in politics once they reach adulthood. Students will integrate themselves into the groups they feel the most comfortable with, and leads them to have discussions with like minded people. For this reason, these students will most likely feel the most comfortable discussing and becoming involved in politics when they grow up (Ziblatt 20). Extracurricular activities also allow students to experience life as many adults do. Not only do they have their own obligations to keep up with, but they also make time for their own activities and social groups, which is more preparation for the real world than standalone classes typically offer (Ziblatt 23). These same people also seem to have a better understanding of what is socially acceptable (Ziblatt 24). This is especially important, for both students and adults, as knowing how to speak among other is very important to success in life.

As stated previously, many people discredit extracurricular groups, because they believe they are a waste of time and are even considered childish by some. However, extracurricular studies actually first began in two of the most prestigious universities in the United States. In the 19th century, at Harvard and Yale Universities, began to introduce different clubs that included the debate club, and fraternities and sororities (Massoni). In the years following, American schools would begin to integrate athletic clubs, and would eventually have just about any club that could peak a student’s interest. Because of this, about a quarter of students participate in extracurricular studies (Massoni). Extracurricular groups are still important in college, and are even required by some degrees.

In a Ted-Talk presented by Alexander Tham, and International Baccalaureate (IB) student at BISB, the factor of extracurricular activities on a higher education are explored in-depth, and it is shown how required extracurricular groups can benefit a student’s education. It is explained that not only do students like himself have to participate in extracurricular groups, but that also the experience has left them open to a broader education (Tedx Talks). Tham explains the system of CAS (Creativity, Action, and Service) which are the extracurricular groups that IB students must complete so that they may earn their degree. In order to open themselves up to new experiences, they choose groups that not only stimulate their minds, but also allow them to serve the community (TedX Talks). He also goes into his own personal experience, and how it effected his life. For example, he began volunteering to teach homeless people, and gained a new sense of respect for them, and even learned a little bit from them.

With the growing rate of school age kids who only sit around and watch TV when they are not in school, it is important to push them to do more with their free time. On a given survey, 73% parents revealed that their children had participated at least twelve months prior to the survey in groups like religious organizations, dance, art, or volunteer groups. However, even more parents reported, about 90% and 79% respectfully, that their children spend time watching TV and playing video games, and half of the parents believe that their kids spend too much time doing the activities (PEW Social Trends). When parents do report that their kids participate in extracurricular groups, a majority participate in sports or religious groups, which are physically and morally beneficial (PEW Social Trends). If more students got off the couch, and went out and participated, they would see tremendous benefits that would benefit them later on.

Unless a group strictly focuses on one way of life, extracurricular groups bring students of all different backgrounds together. It is found that in the classroom teachers, whether intentionally or not, keep the two genders. However, there is a much healthier interaction between the sexes in extracurricular activities (Eder and Parker 200). This is important for males and females, especially during K-12 schooling, as this promotes healthy coed friendships in an environment where most are seen as romantic or even sexual among older students. After observing coed interactions, and then interactions among students of the same sex, it became apparent that the two genders actually balance each other out and allow them to get the most work done (Eder and Parker 202). 

 While there are several benefits to being apart of extracurricular groups, there are people that still take issues with the groups and believe they shouldn’t be apart of public schools. For starters, many people have a problem with the amount of funding the goes into these groups. For example, it takes about $250 million to fund these groups in rural and inner city schools (Massoni). Others have an issue with the amount of time it takes away from the core classes. Being a member of an extracurricular group have less free time, don’t have as much time to work on their core curriculum homework, and might become too involved in one activity and spend more time on it then required (Roland). While these are all legitimate concerns, they can all be turned into positives as well. 

The large amount of time that these groups requires is a great lesson in time management. If students learn to balance their time now, they will have better time management skills later in life. It is also true that if a student really enjoys an extracurricular group, they may become too invested, but this may be a good thing. Finding a group that you enjoy being in and wanting to spend a lot of time with may help students decide what they want to do in life. For example, if student finds his or herself spending lots of time writing for their Writer’s Club, they may find they that want to pursue writing as a career. Possibly, the biggest issue is the amount of funding that goes into extracurricular activities. Depending on what the extracurricular group is, some receive very little funding, or none at all. Because of this, many groups have to raise funding by themselves. Students learn to appreciate what they have, because they worked hard to raise the money for it.

Based on the benefits that are receiving, students should have to be a part of at least one extracurricular activity during their school careers. This has already proved effective in higher education, and would be even more effective if it was integrated from a younger age. While there are some downsides to these groups, the positives out way the negatives drastically. Participants see physically, and mental health improvement, and are even more likely to succeed in life. Statistics show they tend to stay away from crime, and are more likely to be above lower class. Students become harder workers, and get a taste of the real world before they grow into adulthood. They also learn how to work well with others, and how to be a contributing members of society. For these reasons, and more, I believe that extracurricular activities are very important to a child’s education and development. 
