FOR STUDENTS,
EXTRA-CURRICULAR
BECOMES CO-CURRICULAR

And becomes more important than ever

By Jack Etzel

There’s definitely a new perspective among many educators about the importance of activities outside of the classroom. North Hills Monthly Magazine sought out the thoughts of a person who should know.

C. Jay Hertzog, PhD, is Dean of the College of Education at Slippery Rock University of Pennsylvania. For the past eight years, he has served as the convener of the Pennsylvania Deans of Education Forum. As such, he is instrumental in the preparation of teachers statewide. He works closely with the Pennsylvania State Board of Education, the Secretary of Education and key legislators in designing higher standards for future teachers.

NORTH HILLS MONTHLY MAGAZINE: How important are extracurricular activities in a young person's education?

DR. C. JAY HERTZOG: At the outset here, I prefer calling them co-curricular activities because they ARE part of a person’s education. There is nothing extra about them. These activities are extremely important as they provide students a release for their energies, permit them to showcase their talents and give them the opportunity to explore beyond the classroom. People often consider sports when they talk about co-curricular; however, one must also include all of the music, plays, musicals, yearbook and interest-centered clubs that schools provide. The idea behind these activities is not “play;” rather, it is a way in which adolescents develop their interests and hone the skills that will carry them into and through adulthood. These programs benefit the whole person.

NHMM: Not every student is going to be drawn to sports, drama, music, or whatever ...

Dr. Hertzog: That’s true; however, I believe your definition of co-curricular is too narrow. Co-curricular needs to be defined as ANY school-related activity. When you consider all the activities that are available to students that are school-related, there seems to be ample opportunity for involvement. The athletic field and musical activities are just the tip of the iceberg. There’s also the chess club, the equestrian club, outdoors club, ski club and the list goes on and on. The bottom line is that parents and teachers need to encourage students to get involved in at least one interest-based school-related activity.

Then, there are those students who try to do everything and are going all the time (along with their parents) from morning until night. A high school education is supposed to expand students’ horizons and provide them a variety of avenues to determine in what they are interested in. Parents need to exercise their influence on their adolescents to assure that they are not overextending themselves to the point that their health and/or grades suffer. It is better for teenagers to be involved with one or two activities and keep up their grades than to be going all the time and having their grades suffer. In some instances their mental and physical health suffer as well.

NHMM: I had a friend who seemed to do it all and still be an A student.

Dr. Hertzog: Not all teenagers are the same. The main point here is that students get involved. In the current cost-cutting mode that permeates many school boards, parents and students need to speak out to make and keep opportunities available for students. In addition, students must be encouraged to participate. It is real easy for them to sit back and just watch others get involved without getting involved themselves.

Another related issue here is the impact that large schools have on their students’ involvement in school-related activities. James Garbarino, in his book Lost Boys, writes: “…small high schools encourage participation by teenage students, particularly those who are at risk of dropping out. In a small school, these students are needed to make school activities function. In a large school, such students are not needed because there are plenty of other…students to make the activities [a success]. As a result of being needed, marginal students in a small school are more likely to feel that they belong and have a stake in the school. This causes less delinquency and dropping out in small schools.”

Given all the attention education receives today, this excerpt highlights two interesting points: The first is that although many districts are interested in “bigness” when it comes to their high schools (especially when it’s related to sports championships), smaller schools provide more opportunities for student involvement than their larger counterparts. The second point would be the importance of student involvement and its effect on students’ relationship to their school.

NHMM: Do students involved in other interests outside of the classroom make better grades, or eventually become more well-rounded people, be it high school or college?

Dr. Hertzog: I’m certain there’s evidence of that, but I don’t have such data at my fingertips. I refer to the quote from Garbarino and, in particular, the point he makes that, in small schools, marginal students develop a sense of belonging that reduces delinquency and the risk of dropping out. It’s the old adage…if you own something, you take care of it. When I rent a car, I put gas in it, and nothing else; however, in my own car I check the oil and generally baby it because I own it. The importance of the co-curricular program in this process cannot be underestimated. From all my years in education and my experience in working with schools, I have found this to be the key to student success in school and life.