Date of Award
Open Access Thesis
Master of Arts in Education (MAE)
This study analyzes the current status of the involvement of suburban high school students with Emotional/Behavior Disorders (EBD) and their participation in extra curricular activities. Individuals who participate in extra-curricular activities are positively associated with a reduction in delinquent behaviors and show an increase in both academic and social performance. Results of studies with high school students across the United States have demonstrated that those students who become heavily involved in extra curricular activities tend to be model students and seldom get involved in delinquency and crime (Cassel, 2000). Students who are diagnosed with EBD, however, are more likely than other students to have lower grades, fail more classes, fail minimum competency examinations, be retained, have a lower grade point average in high school, drop out, have a higher rate of absenteeism, be served in a restrictive setting, have more encounters with juvenile justice system, or fail to graduate from high school (Van Acker, 2006). This research underscores the challenges that EBD students face with the inclusion process in their school environment, as well as suggests the benefits these students could gain from extra-curricular participation. This study's results indicate that there is an extremely low percentage of EBD student involvement in extra-curricular activities. The findings of this research provide a variety of reasons for this low involvement. It also suggests ways for encouraging the participation of EBD students in these activities can have a significant positive impact on the academic, social, and transitional aspects of their high school experience.
Dye, Karin, "Participation in Extra-Curricular Activities by Suburban High School Students with Emotional Behavior Disorders" (2008). Theses and Graduate Projects. 813.