Participation in extracurricular activities (for example, sports, cultural groups, or special interest clubs) is associated with a range of positive outcomes, including achievement academic and psychosocial well-being (e.g., Kilgo, Mollet, & Pascarella, 2016; Stuart, Lido, Morgan, Solomon, & May, 2011; Despite these connections, many students remain poorly engaged during college. For example, Results from a large, nationally representative sample suggest that although 93% of students starting college expected to be active in extracurricular social and community activities offered by their university, only 32% participated in these activities. during their first year of enrollment (National Survey of Student Engagement, 2005) This disparity between intention to participate and actual participation is less well understood. For example, there may be potential barriers that hinder intention to participate, but currently few studies examine this issue. The current investigation uses qualitative data to understand barriers to extracurricular participation in a sample drawn from a comprehensive, regional university in the Western United States. Say no to plagiarism. Get a tailor-made essay on 'Why violent video games should not be banned'?Get the original essayBenefits of out-of-school participationResearch on participation in out-of-school activities has shown a range of positive results, covering both well- be academic and psychosocial. Participation in structured activities outside of the classroom is linked to greater adjustment during the first year of college (Tieu et al., 2010). Additionally, alumni reflect on transferable skills, as well as the benefits of connecting to a network of academically oriented peers, acquired through their collegiate activities (Stuart et al., 2011). Various activities have also been shown to be linked to greater initiative, greater self-awareness, and greater leadership (Clark, Marsden, Whyatt, Thompson, & Walker, 2015), all of which may be linked to academic achievement . Finally, extracurricular activities have been shown to be positively related to higher grade point average, standardized test scores, and attendance, among other academic success outcomes in high school and college (e.g., O'Donnell and Kirkner, 2014; Stuart et al., 2011). These studies suggest that activities are linked to adaptation, skill development and engagement in ways that positively improve academic outcomes. In addition to benefits in terms of academic engagement and performance, extracurricular participation has also been positively correlated with broader psychosocial well-being. Typically, students report high stress and burnout (e.g., Bewick, Koutsopoulou, Miles, Slaa, & Barkham, 2010), and these factors lead to early attrition for some students (ACT, 2017). Participation in campus activities may serve as a buffer against psychosocial maladjustment. For example, campus participation is linked to dimensions of psychosocial well-being such as self-acceptance, sense of purpose, positive interactions with others, and autonomy (Kilgo et al., 2016 ). Among first-year university students, participation in an activity is also linked to less feelings of loneliness (Bohnert, Aikins, & Edidin, 2007). These psychosocial benefits likely extend to mental health outcomes. Although less studied among students, high school students enrolled in activitiesextracurriculars also report higher levels of school belonging and, therefore, are less likely to experience suicidal ideation (Mata, van Dulmen, Schinka, Bossarte, & Flannery, 2012). Participation in high school activities is also linked to a range of positive outcomes during the transition to college, including potential negative affective (i.e., depression and anxiety) and behavioral (i.e., anxiety) components. i.e. drug use and excessive alcohol consumption), as well as decreased externalizing and internalizing. behaviors (Fredricks and Eccles, 2006;Fredricks and Eccles, 2010). Considering how extracurricular activities can promote well-being, broadly defined, a crucial question is: what prevents those who are not involved from participating? Barriers to Extracurricular Participation Although there is a growing body of research on the benefits of extracurricular activities, few studies have examined barriers to participation in a college-aged sample. Below, we discuss potential barriers related to situational financial demands (e.g., financial status or employment), family relationships, and socio-emotional adjustment that are known to be part of the college experience for many and which affect campus engagement. and academic success. Finances and professional responsibilities. Socioeconomic background, current finances, and job responsibilities often play a role in campus engagement and extracurricular participation (Fairchild, 2003), or lack thereof for some students. colleges and universities are less likely to engage in extracurricular activities (Stuart et al., 2011; Walpole, 2003), which may be because they spend more time working. In turn, these students also study less and have a lower GPA than their peers from higher socioeconomic backgrounds (Walpole, 2003). A person's current financial situation can also affect their engagement in activities. Finances are not only necessary to complete college work on time, but also to engage in activities or clubs that require fees or other payments, as sports teams, sororities/fraternities, or honor societies. Thus, a person's financial situation, whether related to their background or their current situation, can affect their participation. Along the same lines, while a part-time or full-time job can provide additional resources, this type of work often proves to be a barrier to campus engagement given time and commitment. energy required. Unique from other periods of life, many students take on adult responsibilities while balancing their studies. Approximately 80% of undergraduate students maintain part-time employment while enrolled full-time in college (Perna, 2010), with this percentage being higher among undergraduate college students. With rising tuition, cost of living, and a growing need for experience, it is unrealistic for many students to refrain from working throughout their college years (Perna, 2010). Employment may also pose a barrier to extracurricular participation in terms of the time required to be involved on campus. Although time spent working has a positive effect on the psychological well-being of adult students (Chartrand, 1992), this may come at the cost of monopolizing most of their extra time outside of work...