Connections to Learning
Fact Sheet
“Student Organizations”
WHAT ARE STUDENT ORGANIZATIONS?
The opportunities to be involved in student organizations vary in every school. A small
example of student organizations are as follows: service clubs, hobbies clubs, newspaper staff,
yearbook, student government, student council, cheerleading, ROTC, sports teams, drill team, DECA,
TSA, and Future Farmers of America (FFA). Even though club types vary, researchers have found
that the reasons clubs are beneficial and have positive effects is due to the structure, adult supervision,
parental involvement, and engagement they offer to students (Broh, 2002).
Sports teams are another type of student organization that produces strong positive results
among students (Broh, 2002). Students on sports teams are more likely to have stronger social ties,
and a strong sense of self-esteem compared to non-participant peers (Broh, 2002). Also, students on
sport teams feel greater school ties; therefore, they demonstrate a stronger work ethic and less
absenteeism (Broh, 2002).
Peer mentoring programs can be its’ own organization, or it can be a component of different
organization. Peer mentoring is when high school, and/or middle school students volunteer to model
the way for younger students. For example, reading to elementary school students produces positive
results for both the older and younger student (Yurick, Robinson, Cartledge, Ya-Yu, & Evans, 2006).
In programs where the older student reads to the elementary school students; older students benefit an
increased reading accuracy and retention, which in turn increases academic achievement. The younger
student benefits by having a positive role model in their life (Yurick et. al, 2006).
WHY ARE STUDENT ORGANIZATIONS A KEY COMPONENT OF THE CONNECTIONS TO LEARNING
“PUZZLE”?
The significance of student organizations is a positive one, including increased academic
achievement, social skills, self-esteem. Lasting effects include an enhanced work ethic and educational
achievement over time. No matter what the organization, and how many students are involved in, it’s
important for students to participate. As long as the program in structured, is supported, and has
adult leadership, it will produce civic responsibility, leadership, and confidence in students.
RESEARCH AND EXAMPLES OF BEST PRACTICES/PROGRAMS
Student organizations that are either based on service learning, or have a service learning
component, yield the most results from their participants (Shackelford & Griffis, 2006). Servicelearning connects community service with academics. It helps students to learn about leadership and
responsibility by participating in a meaningful activity (Shackelford & Griffis, 2006). Students also get
an active, hands-on, and real world experience which has been proven to be the most effective way of
learning (Shackelford & Griffis, 2006). Students participating in service-learning gain confidence, selfesteem, learn how to work as a team, and work with positive role models (CDC, 2002). Communities
reap benefits also. They receive free services, give knowledge, and act as a positive role model for
students (CDC, 2002). Service-learning best practices have the following strategies in common; time
for reflection, a variety of learning materials, alternative assessments are used, communication between
parties and students, application of student skills, sustained impact on learning, and are fun. The
Center for Disease Control (2002), gives a list of best practices for service-learning. Examples include;
First Opportunity, Intergenerational Service-Learning, Project SPARK, and Service with S.M.I.L.E.S.
Connections to Learning
Fact Sheet
“Student Organizations” Citations & Resources
Bloomstran, S. (2002). Unlocking parent potential in student activities. Education Digest, 67(5), 34-40.
Broh, B.A. (2002). Linking extracurricular programming to academic achievement: Who benefits and
why? Sociology of Education, 75(1), 69-95.
DeMouldin, D.F. (2002). Examining the impact of extra-curricular activities in the personal
development of high school seniors. Journal of Instructional Psychology, 29(4), 297-501.
Fredicks, J.A., Eccles, J.S. (2005). Developmental benefits of extracurricular involvement: Do peer
character programs show a link between activities and youth outcomes? Journal of Youth and
Adolescence, 34(6), 507-520.
Holloway, J.H. (2000).
Leadership, 57(4), 87-89.
Extracurricular activities: The path to academic success? Educational
Shackleford, R., Griffis, K. (2006). Communication project uses service-learning to support our troops.
Tech Directions, 66(1), 16-21.
Yurick, A. L., Robinson, P.D., Cartledge, G., Ya-Yu, L., & Evans, T. L. (2006). Using peer-mediated
repeated readings as a fluency-building activity for urban youth. Education and Treatment of Children,
29(3), 469-506.
www.cdc.gov