Extracurricular activity management and student developmental outcomes in special education settings: a systematic review

Abstract

Extracurricular activities in Special Schools (SLB) are strategic instruments for developing the potential of students with special needs. This systematic review aims to (1) assess the influence of extracurricular activity management on student developmental outcomes in special education settings; and (2) examine factors affecting learning outcomes of SLB students within extracurricular contexts. A Systematic Literature Review was conducted following PRISMA 2020 guidelines across Google Scholar, ERIC, ScienceDirect, and institutional repositories (2015–2026). From 425 identified records, 35 studies met inclusion criteria after dual independent screening (Cohen's κ = 0.87). Quality appraisal used the JBI Critical Appraisal Checklist. Thematic synthesis identified four management functions planning, organizing, implementing, and supervising associated with developmental outcomes. Frequency analysis revealed that independence (n=18; 51.4%), social skills (n=16; 45.7%), self-confidence (n=14; 40.0%), and non-academic achievement (n=12; 34.3%) were the most frequently reported outcomes. Factors affecting outcomes clustered into internal factors (interest, talent, motivation, physical condition) and external factors (parental support, facilities, teacher competence, inclusive school culture). These findings indicate that adaptive, sustainable extracurricular management functions as an effective mechanism for enhancing educational effectiveness in special education. A Management–Outcome Mediation Model is proposed, specifying planning quality as a mediator, organizing structure as a moderator, implementation intensity as a direct predictor, and supervision continuity as a sustainability moderator.