Involvement in extracurricular activities (for example, sports, cultural groups, or special interest clubs) is associated with a variety of positive outcomes, including academic success and psychosocial well-being ( e.g., Kilgo, Mollet, & Pascarella, 2016 Stuart, Lido, Morgan, Solomon, & May, 2011; Despite these connections, many students remain estranged during college. For example, findings from a large, nationally representative sample suggest that, Although 93% of students entering college expected to be active in the 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 understood, for example, there may be potential barriers that impede intention to participate, but few studies currently examine this question. The current investigation draws on qualitative data to understand barriers to extracurricular participation in a sample drawn from a diverse, regional university in the Western United States. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Benefits of Extracurricular Participation Research on involvement in extracurricular activities has shown a variety of positive outcomes, spanning both academic and psychosocial well-being. Involvement in structured activities outside of class is linked to greater adjustment in the first year of college (Tieu et al., 2010). Additionally, alumni reflect on the transferable skills, as well as the benefits of connecting with an academically oriented peer network, acquired through their activities in college (Stuart et al., 2011). Various activities have also been shown to be linked to greater initiative, self-awareness, and leadership (Clark, Marsden, Whyatt, Thompson, & Walker, 2015), all of which are linked to academic success. Finally, extracurricular activities have been shown to be positively linked with higher grade point averages, standardized test scores, and attendance, as well as other academic success outcomes throughout high school and college (e.g., O'Donnell & 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 performance. In addition to benefits for academic engagement and performance, extracurricular participation has also been positively correlated with psychosocial well-being, broadly defined. Commonly, college students report high stress and burnout (e.g., Bewick, Koutsopoulou, Miles, Slaa, & Barkham, 2010), and these factors lead to early dropout for some students (ACT, 2017). Participation in campus activities can serve as a buffer for psychosocial maladjustment. For example, campus engagement 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 college students, involvement in activities is also linked to fewer feelings of loneliness (Bohnert, Aikins, & Edidin, 2007). These psychosocial benefits likely extend to mental health outcomes. Although less studied among college students, high school students enrolled in extracurricular activities also report higher levels of belonging in school and, consequently, have fewerlikelihood of experiencing suicidal ideation (Mata, van Dulmen, Schinka, Bossarte, & Flannery, 2012). Engagement in high school activities is also linked to a number of positive outcomes during the transition to college, including potential affective (e.g., depression and anxiety) and behavioral (e.g., drug use and binge drinking) components, so such as fewer externalizations and internalizations. behaviors (Fredricks & Eccles, 2006;Fredricks & Eccles, 2010). Given how extracurricular activities can promote well-being, broadly defined, a crucial question is: what stops those who aren't 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 involvement in a college-age sample. Below, we discuss potential barriers related to situational financial needs (e.g., financial status or employment), family relationships, and social-emotional adjustment that are known to be part of the college experience for many and have been shown to influence engagement on campus. and academic success. Finances and work responsibilities. Socioeconomic background, current finances, and work responsibilities are often found to play a role in campus engagement and extracurricular participation (Fairchild, 2003), or lack thereof for some students. Students from lower socioeconomic backgrounds attending four-year colleges and universities are less likely to engage in extracurricular activities (Stuart et al., 2011; Walpole, 2003), which may be explained by more time spent working. In turn, these students also study less and have a lower overall GPA than their peers from higher socioeconomic backgrounds (Walpole, 2003). Current financial circumstances may also influence their commitment to activities. Finances are not only necessary to complete academic work in a timely manner, but also to engage in activities or clubs that require dues or other payments, as sports teams, fraternities/sororities, or honor societies may often do. Therefore, one's financial situation, both in terms of background and current circumstances, may influence participation. Likewise, while part-time or full-time employment can provide additional resources, such work often proves a barrier to campus engagement given the time and energy required. Unique compared to other periods of life, many college students maintain adult responsibilities while balancing school. Approximately 80% of college students maintain a part-time job while enrolled in college full-time (Perna, 2010), with this percentage highest among students at the junior college level. With rising tuition, the cost of living, and the growing need for experience, it is unrealistic for many students to refrain from working during their college years (Perna, 2010). Employment can also pose a barrier to extracurricular involvement 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 can come at the cost of monopolizing most of their extra time outside of school (Terrell, 1990) which may then be dedicated to extracurricular activities. Family responsibilities. Aside from financial considerations, many students balance significant responsibilities to their family. Especially on campuses with a non-traditional student population, students.