What are the effects of participation in extracurricular activities (ECAs) on students’ welfare? Perceptions of Jamaican teachers

A qualitative approach, using semi-structured interviews, was used to investigate the perceptions of Jamaican teachers’ towards the benefits of extracurricular activities on student welfare. The investigation was carried out on teachers in secondary education institutions in Jamaica. Secondary schools in Jamaica were reported to offer both academic and athletic clubs though it was discovered that athletic clubs were given more attention and valued over the other clubs. Notwithstanding, students who participated in ECA were reported to be more holistically developed, disciplined, better able to manage their time and possess essential life skills such as social and leadership skills necessary to navigate the world. Despite these associated benefits participation in ECAs by both students and teachers was found to be alarmingly low. The research uncovered a number of student, teacher and institution related barriers that inhibited the full participation of students and teachers in ECAs. These barriers included lack of interest by both teachers and students, lack of student dedication and commitment by students and factors associated with the safety and socioeconomic status of students. Teacher related barriers included a reluctance to oversee the activities due to the intrusion on their personal time and lack of pay whereas institutional barriers included a lack of clear policies on how and who should carry out ECA.