Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders.

This article examines the relationship between participation in extracurricular activities (ECA) and the social competence and school engagement of U.S. high school students with and at risk of emotional and behavioral disorders (EBD). The study found that students with EBD participate in ECAs at significantly lower rates and intensity than their typically developing peers, but increased ECA participation is positively associated with higher self-reported social competence and school engagement among students with EBD. Instrumental variable analysis suggested a direct link between ECA participation and improved school engagement, though not conclusively with social competence, indicating that ECAs may serve as a valuable supplement to existing interventions aimed at enhancing engagement and social skills. The findings highlight the potential benefits of promoting and supporting ECA involvement for students with EBD, while also noting the need for tailored support to address barriers to participation.