Written by Jared Matthies

What are the characteristics of a quality, Christ-centered education in WELS schools? Would extracurricular activities be included on that list? Indeed, school-supported extracurricular activities are an absolute must for every WELS school. Here is a definition and four benefits of extracurricular activities.

Definition
The United States Census Bureau (2014) reported 57% of school children ages 6 to 17 participate in extracurricular activities. But what is an extracurricular activity? First, it is something in addition to the required core curriculum; partaking in these events is completely optional on the student’s part. Second, it is conducted and financially supported by the school. And finally, because it is optional for the student, an extracurricular activity does not involve a grade or credit (Seow & Pan, 2014, p. 361).

It is important to note that extracurriculars must be financially supported by the school in order to give every student an opportunity to reap the benefits. Budget cuts are forcing schools to reduce extracurricular activities or make participation a “pay-to-play” scenario (Snellman, Silva & Putnam, 2015), which puts children from low-income families at a disadvantage. In fact, when it comes to participating in extracurricular activities, “working-class students have become increasingly disengaged and disconnected, their participation rates plummeting in the 1990s and remaining low ever since” (Snellman, Silva & Putnam, 2015, p. 9). More and more students from low-income families are enrolled in WELS schools thanks to generous congregational giving and School Choice programs; with the support and financial backing of the school, each student has an equal opportunity to share in all the advantages gained through involvement in extracurricular activities.

Benefits

1. Preparation for the future
   Extracurricular activities cultivate skills and habits that prepare children for lifelong success, including self-discipline, self-esteem, resilience, determination, critical thinking skills, and time management (Bakoban & Aljarallah, 2015; Broh, 2002; Snellman, Silva, & Putnam, 2015).

2. Prevention of truancy
   Research also suggests involvement “may increase students’ sense of engagement or attachment to their school, and thereby decrease the likelihood of school failure and drop out” (Bakoban & Aljarallah, 2015). Snellman, Silva, & Putnam (2015) and Broh (2002) agree, citing lower truancy rates and reduced absences in students who participate. Many school and athletic policies dictate mandatory attendence in school to practice, play, or perform in events, as well as a required grade point average (GPA), providing plausible explanations for reduction in absences and truancy.

3. Increased social capital
   Extracurricular activities also provide a powerful stage for social capital, which essentially is a partnership or network of members within a certain culture or sub-culture. This network has the power to create various advantages for its members. One such partnership is between students and their parents. Broh (2002) argues that “children whose parents are well educated . . . and actively involved in their children’s lives (social capital) have greater success in school” (p. 72) and that “playing sports significantly increases how often students talk with their parents about school-related issues” (p. 78). If students are communicating with their parents about school, parents become more involved in their student’s education, which can positively affect student achievement (Wong & Sheikh-Khalil, 2014).

Student-to-parent and parent-to-student social interactions are not the only ones in which social capital can grow. School activities also provide a platform for relationships between students, teachers, parents, and the school itself to grow and develop. Through the increased opportunities provided by extracurricular activities, social relationships are strengthened and school discipline is maintained, encouraging students to buy into school norms and experience greater success in school (Broh, 2002).

4. Higher GPA
   Potential participants may debate whether they will have enough time to complete their homework or how their GPA will be affected. Research suggests this is not an issue. Broh (2002) reasons that “total extracurricular activity participation is associated with an improved grade point average” (p. 70). Bakoban and Aljarallah (2015) concur, finding “significant differences in the GPA of the students who participated in extracurricular activities and other non-participants” as well as a higher median GPA of participating students when compared to students who are not involved in organized activities (p. 2742).

Conclusion
The multi-faceted rewards of participation in extracurricular activities are undeniable. WELS schools already make great efforts to provide an outstanding education for each child by developing quality educational resources and training exceptional teachers to educate children spiritually, emotionally, and academically. WELS schools must also make great efforts to offer and support organized activities for their students, increasing achievement, strengthening relationships, and benefiting students now and for years to come.

Jared Matthies is a 2012 graduate of MLC and currently serves at Trinity-St. Luke-Watertown WI. He is pursuing an MS Ed from MLC with an emphasis in Instructional Technology.

References

(2014, December 9). Retrieved from United States Census Bureau: http://www.census.gov/newsroom/press-releases/2014/cb14-224.html

Bakoban, R., & Aljarallah, S. (2015). Extracurricular activities and their effect on the student’s grade point average: Statistical study. Academic Journals, 2737-2744.

Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 69-91.

Forneris, T., Camiré, M., & Williamson, R. (2015). Extracurricular activity participation and the acquisition of developmental assests: Differences between involved and noninvolved Canadian high school students. Applied Developmental Science, 47-55.

Pence, A. R., & Dymond, S. K. (2015, May/June). Extracurricular school clubs: A time for fun and learning. Teaching Exceptional Children, pp. 281-288.

Seow, P.-S., & Pan, G. (2014). A literature review of the impact of extracurricular activities participation on students’ academic performance. Journal of Education for Business, 361-366.

Snellman, K., Silva, J. M., & Putnam, R. D. (2015). Inequity outside the classroom: Growing class differences in participation in extracurricular activities. Voices in Urban Education(40), pp. 7-14.

Stearns, E., & Glennie, E. (2010). Opportunities to participate: Extracurricular activities’ distribution across and academic correlates in high schools. Social Science Research, 296-309.

Stultz, S. L. (2015). The characteristics sought by public school leaders of applicants for teaching positions. SRATE Journal, 14-24.

Wong, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 610-625.