Academic and behavioral outcomes associated with organized activity participation trajectories during childhood

Academic and behavioral (externalizing and internalizing problems) outcomes associated with trajectories of breadth of participation in organized activities were examined in a sample of 548 children. Four previously modeled trajectories from Kindergarten to Grade 4 were compared: no participation, increasing breadth, decreasing breadth, high and stable breadth. Potential confounding variables (i.e. sex, academic and behavioral indicators in Kindergarten, and mother's education) were included as covariates in the analyses, and the children's disruptive behavior status was tested as a moderator. Following the inclusion of the covariates, the children assigned to the high trajectory displayed lower internalizing problems than the children assigned to the no participation and decreasing trajectories. Children's disruptive behavior status did not moderate the associations between breadth of participation trajectories and outcomes. It thus appears that participation in a wider range of organized activities during childhood may help prevent subsequent internalizing problems.