As a social loner and self-proclaimed “nerd” in school, I remember being asked why I didn’t participate in extracurricular clubs. Why should I? In the mid-2000s, there was a distinct lack of extracurricular activities for the nerd kids. My options were limited: play sports or go home early.
Things have changed. As a secondary school teacher, I am continually amazed at the extracurricular opportunities that exist. Post-Covid, there was a real push for these offerings, as a potential solution to the steady decline in attendance. Chess clubs, baking clubs and crochet clubs, to name a few, offer inclusivity outside the classroom and an incentive to attend school.
Bonus round
In my early years as a teacher, I managed to sneak into an invitation-only board game club that a colleague had started for students from poor families who struggled with social skills. Of course, the club wasn’t advertised as such, and there was a positive reason for it. Students were selected to encourage communication through a variety of games. It helped that the group was small. The exclusivity gave it a sense of purpose.
I realized that the club was targeting the same audience that kids like me were targeting when I was in school: low-income families, disadvantaged families who were not yet involved in extracurricular activities.
Because of the type of games selected, it worked. Betrayal in the House on the Hill, Forbidden Desert And Zombicide are all cooperative strategy games that encourage players to work together and – keyword – communicate.
The club encouraged socially shy students to interact with each other, solve problems, and support each other. I saw how these children gradually came out of their shells and seemed more comfortable in the company of their peers.
A mother who was picking up her child told me how excited her son was about the club and said she couldn’t afford anything like the games we played. It was at times like that that I knew how important the club was.
It also highlighted a major problem with the board games industry: cost. Some games cost over £100, plus additional costs. They are clearly marketed to people with more disposable income, which can feel elitist.
No boarding school at school
I re-established the club when I moved to a new school and have kept similar principles – invitation only with a focus on recruiting those with weaker social skills – with a few changes. I had noticed that some students struggled to attend alone and that there was “over-enthusiastic” behavior when too many came. To avoid students feeling “left out,” they are allowed to bring a friend. To keep things on track, the maximum number of participants is 20, unless another teacher is there to help them.
I see the same interactions as in the previous club: students wanting to stay after school, excited to see friends, and working together strategically. (It also gives me an excuse to channel my inner nerd and join in!) We all have passions. Whether it’s sports, crocheting, or board games, it’s great to have something to be passionate about.
For all readers who work with children, here are my tips on how to encourage children to find their own niche:
(1) Creating opportunities specifically for children who are marginalised in social groups;
(2) Funding to start your club is great, but you should also ask colleagues and friends to donate games, equipment, or other supplies that they have gathering dust.
(3) Think about who can benefit. Nothing empowers a child more than an exclusive invitation to their own afternoon club!
