There is a lot of pressure for students to do extracurricular activities. Many colleges view EC’s as a critical element of the application. There are varying degrees of a student's engagement level: Is the student doing enough in this regard? Are they following their passions? Or are they doing the activity because they were told to?

I pose the following critical question to get to the core: Who owns the extracurricular activity?

It sounds like a crazy question…shouldn’t the answer be “Of course, the student owns it?”

But, consider the possibility that the parent owns the activity:

The image of a parent working on their elementary or middle school students school project is something many of us can relate to. To the parents, they may remember their own experience gaining assistance on building a volcano that used some type of baking soda to erupt or a 3D view of a scene from history—maybe something like George Washington crossing the Delaware River in a boat. Once the student is in high school, the academic grades become even more important—especially for college admission—and extracurricular activities compete for the student’s available time. It becomes tempting for some to take “shortcuts”. This may be simply a parent wanting to stem the tide of tears when a complex high school assignment is behind schedule and the student struggles to complete it in time. Time for Super Mom or Super Dad to step in and save the day!

From a practical matter, is the student the one asking how they can help volunteer for a community service organization, or is the parent the one that sets up the activity? Although most parents would say that “helping” their son or daughter is their only option, this support may include some long-term harm. What will happen when their kid is in college and the parent can no longer “own” or get involved with the activity?

A post-pandemic approach to choosing the right extracurriculars

When building a college profile, it’s important for students to have well-chosen extracurricular activities. Besides being a good student, college admissions officers care about what students are doing in their free time and outside of the classroom, which shows where their real interests lie. But this year, student athletes, dancers and performers are just some of the groups that were all hit hard during the pandemic when everything was suddenly cancelled.

Now that the world seems to be opening up again, students and parents feel a strong need to make up for lost time and to sign up for everything they couldn’t do before. But the pandemic has forced us to reconsider the role of extracurriculars in a student’s life.

According to a recent New York Times article by Shalini Shankar, students should be wary of returning to their pre-pandemic packed schedules. Why? Because we can’t deny the real toll that the pandemic has taken on mental health, and kids just may need to re-evaluate their values. Here are some important questions to consider when re-building an extracurricular schedule.

What has changed about competitive college admissions over the last decade?

With college acceptance rates at an all-time low, qualified students need to find a way to show why they are unique and deserving of admission.

One of the most challenging roles of a college advisor is to help parents discern what is expected and accepted in the area of  “community service.”  Despite countless articles, college website information and discussions at college information sessions, we can sound as though we are stifling students' admissions chances by urging caution in this area.   It is refreshing to see an article like this from the New York Times that explains the essence of this issue.  There may well be a difference between the student who tirelessly devotes every summer to a third world community and one who participates in a program for a few days or weeks in search of a good essay topic.