Extracurriculars: Do They Generally Hurt or Help Students in the Classroom?
Location
Helms Classroom #173
Session Format
Presentation
Abstract
This study examines the multifaceted relationship between extracurricular participation and academic performance among college students. Historically, extracurricular activities have evolved from elite, fitness-focused programs in the late 19th century to inclusive opportunities that emphasize holistic development, including leadership, teamwork, and personal growth (Henderson, 2020; Brazil, 2024). While such activities can enrich students’ educational experiences, they may also create challenges in balancing academic responsibilities. Drawing on qualitative reflections and existing research, this study explores how students perceive the benefits and drawbacks of extracurricular involvement. Findings suggest that participation in structured, purpose-driven activities can enhance academic motivation, foster self-efficacy, and develop essential skills such as time management, communication, and problem-solving (Martinez, 2022; Jenkins, 2021). However, excessive engagement or participation in activities unrelated to students’ academic goals may lead to stress, burnout, and lower academic performance (Miller, 2022). The research highlights that the overall impact depends largely on students’ ability to balance commitments and align extracurricular choices with educational objectives. As emphasized by Cao (2024), academic success encompasses not only grades but also emotional well-being and self-belief—factors that extracurriculars can nurture when properly managed. The study concludes by recommending institutional policies that promote balanced involvement and support students’ academic and personal growth through intentional extracurricular engagement.
Keywords
extracurricular activities, policy, holistic, self-efficacy
Professional Bio
Valerie Bennett received a B.E. Degree in Mechanical Engineering from Vanderbilt University, a PhD in Mechanical Engineering from the Georgia Institute of Technology, and an EdD in Higher Educational Leadership from Clark Atlanta University. She is an Assistant Professor at CAU and is the Program Director of Graduate Teacher Education and Director of Educational Technology and Innovation. As an authority on STEM Equity and Curriculum and Program Design, she has led teams to exceed school and state standards by providing Professional Development & Training on STEM Integration and culturally relevant pedagogical practices. Among her accolades, she was selected as a Smithsonian Science Mentor, UNCF Faculty Fellow, and was recognized by the White House Initiative as an HBCU Scholar. She has presented at conferences including the Computer Science Teachers Association, the Educational Justice Conference, Georgia Educational Technology Conference, and the W.E.B. Du Bois Data Science Symposium. She is co-author of the blog “Chalkboards to AI” for the National Science Teacher Association and she was also invited by Google to provide talks and insights to Educators on Generative AI and its responsible utilization in the classroom. Her innovative applications for using robotics, coding, drones, design thinking, and artificial intelligence contribute to her research in STEM equity.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Scott, Marlon and Bennett, Valerie, "Extracurriculars: Do They Generally Hurt or Help Students in the Classroom?" (2026). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/53
Extracurriculars: Do They Generally Hurt or Help Students in the Classroom?
Helms Classroom #173
This study examines the multifaceted relationship between extracurricular participation and academic performance among college students. Historically, extracurricular activities have evolved from elite, fitness-focused programs in the late 19th century to inclusive opportunities that emphasize holistic development, including leadership, teamwork, and personal growth (Henderson, 2020; Brazil, 2024). While such activities can enrich students’ educational experiences, they may also create challenges in balancing academic responsibilities. Drawing on qualitative reflections and existing research, this study explores how students perceive the benefits and drawbacks of extracurricular involvement. Findings suggest that participation in structured, purpose-driven activities can enhance academic motivation, foster self-efficacy, and develop essential skills such as time management, communication, and problem-solving (Martinez, 2022; Jenkins, 2021). However, excessive engagement or participation in activities unrelated to students’ academic goals may lead to stress, burnout, and lower academic performance (Miller, 2022). The research highlights that the overall impact depends largely on students’ ability to balance commitments and align extracurricular choices with educational objectives. As emphasized by Cao (2024), academic success encompasses not only grades but also emotional well-being and self-belief—factors that extracurriculars can nurture when properly managed. The study concludes by recommending institutional policies that promote balanced involvement and support students’ academic and personal growth through intentional extracurricular engagement.
