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This study examined how ECA relates to social competence and school engagement for students with and at risk of emotional and behavioral disorders (EBD), addressing three research questions, including moderation by EBD status and demographics. Using regression and instrumental variable analyses with 101 students, results showed significant positive relationships among ECA participation, social competence, and school engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-extracurricular-activity-participation-school-engagement-and-social-competence-for-students-with-emotional-and-behavioral-disorders-behavioral-disorders-2023-vol-484/595207/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-extracurricular-activity-participation-school-engagement-and-social-competence-for-students-with-emotional-and-behavioral-disorders-behavioral-disorders-2023-vol-484/595207.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To examine the relationship between extracurricular activity participation (ECA), social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research questions did the study address?",{"text":117,"@type":113},"It tested whether ECA participation related to social competence and school engagement for high school students with EBD, whether the relationship was moderated by EBD status and demographics, and whether a direct link existed for youth with EBD.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods and participants were used?",{"text":121,"@type":113},"Eighty students with EBD and 21 typically developing students were included, with end-of-school-year assessments. 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Wachsmuth, PhD 1, Timothy J. Lewis, PhD2, and Nicholas A. Gage, PhD3  \nBehavioral Disorders 2023, Vol. 48(4) 255–268  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231166675](DOI: 10.1177/01987429231166675)[ ](DOI: 10.1177/01987429231166675)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nAbstract  \nA large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And,(c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.  \nKeywords  \nextracurricular activities, social competence, school engagement, emotional and behavioral disorders  \nStudents with and at risk of emotional and behavioral disorders (EBD) experience among the worst educational outcomes when compared with students with other disabilities (Lipscomb et al., 2017; Mitchell et al., 2019) . By students with EBD, we mean both those receiving special education services for emotional disturbance and those who may have or be at risk of emotional and behavioral challenges but do not receive special education services (Forness et al., 2012) . Students with EBD have poor attendance, low academic achievement, failing grades, conflicts with adults and peers, excessive disruptive behavior, and experience numerous mental health issues (Kauffman & Landrum, 2018; Lane et al., 2006). Nearly half of students with EBD report being teased at school and fewer report being happy at school when compared with students in other disability categories (Mitchell et al., 2019) . During the 2015–2016 school year, 35% of students with EBD dropped out of school before graduation (U.S. Department of Education, Office of  \nSpecial Education and Rehabilitative Services, Office of Special Education Programs, 2017) . These challenges present a barrier to academic and social success and can lead to disengagement from school (Reschly & Christenson, 2004) . One possible avenue to foster school engagement and improve social competence for students with EBD is to promote and support participation in extracurricular activities (ECA) like team sports, clubs, and other highly structured activities. Nearly 60% of students with EBD report participation in some sort of ECA (Lipscomb et al., 2017; Wagner  \n1 Minnesota State University, Mankato, USA 2University of Missouri, Columbia, USA 3WestEd, San Francisco, CA, USA  \nCorresponding Author:  \nSean T. Wachsmuth, Bemidji State University, Benson Hall, 1500 Birchmont Drive NE \\#35, Bemidji, MN 56601, USA.  \nE","cbCaikpuzeRZYI1B","https://ap.wps.com/l/cbCaikpuzeRZYI1B","pdf",396996,14,"English","# Abstract\n# Keywords\n## Background: Educational outcomes and disengagement\n## School engagement and social competence","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine the relationship between extracurricular activity participation (ECA), social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD).\"},{\"question\":\"Which research questions did the study address?\",\"answer\":\"It tested whether ECA participation related to social competence and school engagement for high school students with EBD, whether the relationship was moderated by EBD status and demographics, and whether a direct link existed for youth with EBD.\"},{\"question\":\"What methods and participants were used?\",\"answer\":\"Eighty students with EBD and 21 typically developing students were included, with end-of-school-year assessments. Regression and instrumental variable analyses were used to answer the research questions.\"}]","Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders - Behavioral Disorders 2023 - Vol. 48(4) | PDF",1792080631,35]