Childhood adversity has be linked to negative influences on student achievement and student outcomes (Keels, et al.,2021). The COVID-19 pandemic has led to an increase in adverse events among all school-aged children. Research has indicated that students can overcome adversity and succeed despite their hardship (Sege et al., 2017). Protective factors such as internal and external positive influences are correlated with overcoming adversity (Center on the Developing Child, 2015). After-school activities have been noted to be contributing protective factors for achievment (Duckworth, 2016), graduation (Vargas, 2010), and well-being (Wang and Holcombe, 2010). However, after-school activities are not used as an intervention to support students most at risk. The purpose of this study was to explore the influences that determine how and why students decide to participate in after-school activities. Students were interviewed to learn about the decision-making process. The study learned the motivations and barriers to participation. Student interest was reported as the number one motivating factor. Access to information appeared to be a barrier to participation. These study findings, among others, were used to provide recommendations to educational leaders to help increase access to valuable protective factors through participation in after-school activities as a way to support positive student development and outcomes for vunerable students.

Keywords: after-school activities, adversity, ACEs, resilience, protective factors, decision making, sports, overcoming, school connectedness