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 “activities that students participate in that do not fall into the realm of normal curriculum of schools.” “They can be sports, clubs, debate, drama, schools publications, student council, and other social events” (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 are 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, teachers, faculty, and parents should heavily encourage students to be a part of extracurricular activities.

Right off the bat, one of the most important things to consider is how a student is going to be benefited for being a part of an extracurricular activity during his time in school. Students actually see academic benefit from a wide variety of extracurricular activities. Proof of this can be seen as early as elementary school physical education class. Studies have shown that not only can regular physical activity stimulate children’s brains and make them more likely to succeed academically (Graham, Parker, Wilkins, Fraser, Westfall, Tembo), but it also encourages “healthful social interactions” that teaches students the importance of working together (Datko). Other extracurricular activities help students think in new and innovative ways that will help them throughout their time in school. When participating in extracurricular studies, the activities “[stimulate] their creativity, [enhance] their problem-solving skills, allow youngster[s] to experience the joy of self-expression, [and] encourage self-discipline…”  (Graham, Parker, Wilkins, Fraser, Westfall, Tembo). Whether a student is involved in sports, student council, or something in the fine arts, they receive many educational benefits that their peers who are not involved may not.

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 become more "socially trusting”  and develop a “more positive attitude toward politics” which sets them up to be more politically involved as adults. (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.

In a Ted-Talk presented by Alexander Tham, an International Baccalaureate (IB) student at BISB, the factor of extracurricular activities on 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, Tham had to do volunteer work for his degree, so he decided to teach homeless people. At first, he had a completely negative attitude, and thought that it was going to be a terrible experience. However, he found it to be quite enriching, and even learned a bit from those he was suppose to be teaching.

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  (PEW Social Trends), which are physically and morally beneficial. This shows a high correlation between people involved in extracurricular activities, and those who are more productive in society. This means that if students are more encouraged to go out and be a part of an extracurricular group, they will be more inclined to do more with their life later on.

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.

It is also true that students become invested in an extracurricular group, they “might choose to devote [their] extra time and attention to that extracurricular interest,” (Roland) but this can actually be beneficial to a student’s future. If a student begins to put a lot of time in, and show passion more a particular extracurricular group, it could help them narrow down what they want to pursue as a career. For example, if a student begins spending a lot of time with the writing club, and really enjoys writing, he or she may discover that they want to do something with writing later in life. However, students still should put enough time into their core school work, which leads into time management.

The large amount of time that these groups require is a great lesson in time management. Though Roland claims that “Teenagers often struggle with time management, and some extracurricular activities demand more time and energy that students can handle,” students will have to eventually learn how to manage a hectic schedule once they reach adulthood anyway. This means that it is actually more effective for them to learn how to do it in school, so that they can be better at it in the future.

The funding required to keep an extracurricular group going can also be a pretty big problem for certain schools. Last year, the average cost to put one student into an extracurricular activity was about $739, which was $50 more than it was in 2015 (White). While this is a lot of money just for one student, there are still many ways students can participate. One of the more beneficial things they can do is volunteer to pay of their extracurricular fines. “Volunteering can also yield a reduction in extracurricular fees, McCullough says. And he encourages parents to check out local listservs or parents networks for used (but still serviceable) sports equipment, musical instruments, and other gear” (White). This potentially can teach students valuable lessons. Not only will they have to put in some extra work in order to pay for being a member of an extracurricular group, but they also will learn to make due with the available equipment even though it might not be the best quality.

Based on the benefits that are receiving, students should strongly be encouraged  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. 
