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Extracurricular or extra academic activity (EAA) are those that fall outside the
realm of the normal curriculum of school or university education, performed by
students. Extracurricular activities exist for all students.

Such activities are generally voluntary (as opposed to mandatory), social,

philanthropic, and often involve others of the same age. Students and staff direct
these activities under faculty sponsorship, although student-led initiatives, such
as independent newspapers, are very common.

Contents
1 Benefits of participation
2 Importance of diversity
3 Organization
4 Examples
5 See also
6 References
7 External links
Benefits of participation
A study conducted by surveying school-age students in the National Longitudinal
Study of Adolescent Health revealed that 70% of adolescents are involved in some
form of extracurricular activities.[1]

Other studies have shown being involved in extracurricular activities reduces the
likelihood of dropping out of school, likelihood of committing a criminal offense,
and leads to higher educational retainment and success and achievements in school
work,[2] 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.[3]

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.[4] 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.[5]
Thus, being involved in activities outside of school increases student�s chances of
creating friendships. Furthermore, extracurricular activities increase positive
self-development, regardless of where the activities take place (at school or away
from school) [6] Likewise, female adolescents involved in school based
extracurricular activities had higher self-esteem than those not involved.[7] 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 only beneficial if members
engage with each other.[8] More meaningful interactions with a diverse range of
peers allows people to acquire traits such as more socially responsible leadership
skills.[9] 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.[10][11] This has two key benefits: first, minority
groups have a safe place to feel a sense of belonging to their cultural roots and
background, and second, people of differing ethnic backgrounds have an opportunity
to learn more about other cultures, thus becoming 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.[12][13] Additionally, in school
settings, interracial friendships positively impacted the individuals involved and
the school culture as a whole.[14] 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,
openly discuss possible biases and stereotypes, and form meaningful intergroup
relationships. If this is implemented at a young age, it is more likely to carry
into adulthood, thus molding a more socially and culturally competent adult.[15]

Organization
Extracurricular activity can be self organised by the student or facilitated on the
student's behalf. For example, Extra Curricular Network Australia is such a
facilitator.

Examples
Some specific events are:

United States Academic Decathlon

Model United Nations
UNICEF Clubs
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
Internships and other school sponsored work programs
School journalism
4-H
Some generic activities are:

Topic-specific clubs such as math club, Philanthropy Key Club

Student government
University societies
Debate
Drama
Sports
Fan clubs
English society
Reading
Robotics
Entrepreneurship
Orchestra
Band
Choir
Art
Yearbook
Tutoring
See also
After-school activity
Co-Curricular Activities
References
Citations
Feldman, Amy. "The Role of School-Based Extracurricular Activities in Adolescent
Development: A Comprehensive Review and Future Directions". SagePub. Retrieved
April 27, 2016.
Eccles, Jacquelynne; Barber, Bonnie; Stone, Margaret; Hunt, James.
"Extracurricular Activities and Adolescent Development". Wiley Online Library.
Retrieved 27 April 2016.
Mahoney, Joseph. "School Extracurricular Activity Participation as a Moderator in
the Development of Antisocial Patterns" (PDF). Wiley Online Library. Retrieved 27
April 2016.
Pence, A. R., & Dymond, S. K. (2015). Extracurricular School Clubs: A Time for Fun
and Learning. Teaching Exceptional Children, 47(5), 281-288.
doi:10.1177/0040059915580029
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.
Gu�vremont, A., Findlay, L., & Kohen, D. (2014). Organized Extracurricular
Activities: Are In-School and Out-of-School Activities Associated With Different
Outcomes for Canadian Youth?. Journal of School Health, 84(5), 317-325.
doi:10.1111/josh.12154.
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.
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.
Parker, E. I., & Pascarella, E. T. (2013). Effects of diversity experiences on
socially responsible leadership over four years of college. Journal of Diversity in
Higher Education, 6(4), 219-230. doi:10.1037/a0035130
Inkelas, K. K. (2004). Does Participation in Ethnic Cocurricular Activities
Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific
American Undergraduates. Journal of College Student Development, 45(3), 285-302.
doi:10.1353/csd.2004.0037 Synaxaristes of the Eastern Orthodox Church.[6] In the
present calendar of the Catholic Church in Ireland, in which 14 May is the feast of
Saint Matthias, the memorial of Saint Carthage is celebrated on 15 May.[3]

Notes
Annals of Inisfallen, entry AI639.3. There exist conflicting dates in other
annals. This date has been confirmed by Daniel P. McCarthy in his Chronology of the
Irish Annals, see Mc Carthy, Daniel P. (1998). "The Chronology of the Irish
Annals". Proceedings of the Royal Irish Academy. Royal Irish Academy. 98C: 203�255.
"William Grattan-Flood on "St. Carthage"". Newadvent.org. 11 January 1908.
Retrieved 14 May 2015.
The Roman Missal (Veritas 2011; ISBN 978-1-84730-297-7), p. 760
Johnston, "Munster, saints of (act. c.450�c.700)."
F�lire �engusso, ed. Stokes, pp. 86�7.
(in Greek) ? ????? ?a?t????? ?p?s??p?? ??s�??. 14 ?a???. ??G?S S???????S??S.
Sources
�engus of Tallaght (1905). Stokes, Whitley, ed. The Martyrology of Oengus the
Culdee. Henry Bra