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Finding the Sweet Spot of Extracurriculars In College And Career Readiness
May 27, 2024
May 27, 2024
Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
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Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
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Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
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Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.
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Counselors, this post is part of a new series of resources geared towards families of high schoolers. You can share with families and students via email, in newsletters, on social media, or at CCR events.
The lore around getting into a college of one’s choice often includes the notion that students need to have a long resume filled with activities, sports, clubs, internships, and other opportunities. Ambitious students often overstack their daily schedules with things “that will look good on college applications” hoping to set themselves apart. And the list of possibilities for many high school students is incredibly long–from sports to a wide range of clubs to ever-growing opportunities for students to get professional experiences while in high school.
This myth, however, that it is necessary to cram as many activities as possible into the four years of high school is false. For a variety of reasons, it is important for high school students to be involved in some activities during their four years; however, college admissions officers and human resource departments are not just looking for the longest resume or list when evaluating candidates. Rather, they want to see a set of experiences and activities that are uniquely related to who the student is, what they are passionate about, and how they are learning and growing over time. They are looking for depth and engagement–not just evidence of being busy.
The landscape of high school activities has expanded with new and interesting opportunities over the past decade. There is something for nearly every area of interest, passion, and schedule. As high schoolers choose how to spend their limited time each day, it can be helpful to keep these things in mind in order to make the most of extracurricular activities without being spread too thin.
Rather than signing up for every club and activity that is available, consider which organizations and activities are most of interest or offer meaningful opportunities. Choosing fewer activities that are more aligned to passions and allow for a richer set of experiences is preferable to simply accruing a long list. More purposeful involvement can lead to deeper engagement and greater connections to peers with similar interests–all of which can be shared about in essays, talked about in interviews, and serve as a connection point to similar organizations in college or within the community after high school.
When choosing activities, it is important to think about how involvement in extracurricular clubs and sports might impact academics and social and emotional needs. Learning to balance commitments, set priorities, keep materials organized, and maintain a healthy sense of self is critical for overall well being and life success. For some students, an active schedule with multiple events each week keeps them focused. For others, that cadence can feel relentless and overwhelming. Talk about what requirements are realistic to sustain over the course of a semester or school year and think about how different activities will coordinate with others.
Encourage your high schooler to consider extracurriculars that fit who they are and who they want to be. When involvement in clubs and activities is connected to interests, hobbies, skills, and passions, it becomes part of their story. While joining activities with friends does have some advantages, trying something on their own, related to their interests, can offer new experiences, open doors to opportunities, and foster new friendships. This is especially true for extracurriculars that are related to college or career goals. Students who participate in an extracurricular club that is aligned to a future career have greater access to professionals in the field, local events related to their interests, networking, and internships and apprenticeships–all of which work to broaden their career-specific understanding and experience.
Consider the potential for leadership opportunities. Students who stick with the same clubs and activities year after year are often able to take on leadership roles over time. Being an officer or club leader allows students to learn important skills and provides opportunities to grow or expand a club’s offerings. Helping your high schooler consider how they can be involved in a deeper, more profound way can give them experience leading other students–developing valuable skills that are transferable to many different roles.
If your teenager does not find extracurricular offerings that align with their interests, hobbies, or future career plans, encourage them to work with the school to start a club or organization. The experience of following a passion and taking the lead on an initiative can build confidence and grow organizational skills. Families can encourage students to connect with counselors and educators to find out how to propose an idea for a club and what it will take to make it happen.
The Goldilocks Principle of Extracurriculars
High school can be a critical time for students to build skills and learn more about who they are and what they hope to do in the future. And extracurriculars provide an unmatched way to develop skills, connect with peers who have similar interests, and learn how to work with or lead others. Parents can caution their high schoolers from joining all the activities and, instead, find the “just right” amount of involvement (not too much and not too little) that inspires passions, promotes their wellbeing, and offers opportunities for exploration and growth.