Why Participation Matters: The Academic Power of Extracurriculars

Dr. Lance K. Reed

In today’s educational landscape, school leaders are searching for effective strategies to boost student achievement, improve attendance, and reduce dropout rates. While technology integration and curriculum design often dominate the conversation, one of the most overlooked—but highly impactful—factors is student participation in extracurricular activities.

Research-Backed Benefits

In my doctoral research, “Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi” (University of Southern Mississippi, 2014), I found a statistically significant relationship between student participation and key academic indicators:

– Students involved in extracurricular activities had higher GPAs than their non-participating peers.
– Participants scored better on the ACT, even when controlling for other variables.
– Attendance was consistently higher among students involved in athletics, clubs, or performing arts.
– Behavior referrals were generally lower in engaged students.

These findings echo what we are seeing nationwide. In 2024, the National Center for Education Statistics (NCES) reported that students involved in at least one extracurricular activity were more likely to attend school consistently and graduate on time. With post-pandemic absenteeism still plaguing many schools, this data is more important than ever.

The Current Problem

As of mid-2025, many districts are still reporting chronic absenteeism rates above 20%, according to data from Attendance Works. In some high schools, disengagement is driving down both academic performance and student morale. Meanwhile, extracurricular programs are being cut due to budget constraints—even though these programs are often the very thing keeping students connected to school.

The Opportunity for Change

This is where school leaders must lean in.

Participation isn’t just an “extra.” It’s essential.

When students join a team, club, or organization, they build responsibility, social bonds, and intrinsic motivation to succeed—not just on the field or stage, but in the classroom.

The upcoming REED Platform is being designed to help districts monitor this impact in real-time, showing how participation correlates with GPA, attendance, ACT performance, and behavior. With this data, administrators can evaluate programs, guide sponsors, and advocate for the resources that keep students engaged.

Key Takeaway

If you’re an administrator, counselor, or teacher—ask yourself:

Are your students participating?
And if not, what’s keeping them on the sidelines?

The data is clear: Participation matters.
It’s time we treat extracurricular engagement as a core part of our school improvement strategies—not an afterthought.

Next Week: From Practice to Progress: How Athletics Boost Classroom Success

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Published by Dr. Lance K. Reed

I am the son of two dedicated educators, and growing up I vowed never to follow in their footsteps. Instead, I pursued football, earning a scholarship to Louisiana Tech University where I had the privilege of serving as captain of the football team. My college years were filled with both triumphs and challenges, but through perseverance I earned a B.S. in Mathematics with a minor in English, along with coursework in computer programming. At graduation, I was confident that opportunities awaited a young Black male with leadership experience, academic discipline, and athletic credentials. However, the career path I envisioned did not immediately materialize. Instead, I was offered a position teaching high school mathematics, stepping into the shoes of a highly respected teacher in a neighboring community. What began as a one-year commitment evolved into a calling. After that year, I returned to Louisiana Tech to pursue a Master of Education in Secondary Mathematics, which became the foundation of my career in education. My journey then took me to Arlington, Texas, where I spent six years teaching math and coaching. During that time, I learned the importance of modeling excellence both inside and outside the classroom. I poured myself into teaching with the same intensity I brought to coaching, and I was fortunate to grow alongside skilled professionals who shaped my early philosophy as an educator and leader. The relationships and experiences I built during this period remain invaluable. The next chapter of my career brought me back home to Natchez, Mississippi, where I served as Head Football Coach and math teacher at Natchez High School—my alma mater. Coaching and teaching in my hometown was a dream realized. I dedicated myself to my school and community, and together we experienced tremendous growth in both academics and athletics. The memories we created and the success of my students and athletes, many of whom are now thriving as young adults, remain my greatest rewards. In 2014, I completed my dissertation and earned a Ph.D. in Educational Administration from the University of Southern Mississippi. This milestone deepened my commitment to leadership in education. Today, I serve as the 9th Grade Principal and District Dropout Prevention Coordinator at South Panola High School in Batesville, Mississippi. Now in my fourth year in this role, I continue to learn, grow, and lead. My current platform allows me to share my experiences, advocate for students, and collaborate with colleagues on pressing educational challenges. Looking back, I see that my vow to avoid education was simply a detour to my true purpose. Each step of my journey has prepared me to influence lives, lead with integrity, and build systems that give students opportunities to thrive.

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