A growing body of research is challenging long-held beliefs about the value of pushing children into numerous extracurricular activities, with new studies warning that more is not always better — and that excessive scheduling may actually harm children’s mental health and social development. These findings, recently discussed in a widely read article from The Cut, have significant implications for parents and educators worldwide, including in Thailand, where academics, sports, and other out-of-class pursuits are often seen as essential paths to success.
For decades, parents around the globe have faced a familiar dilemma: Should they gently nudge — or outright push — their children to participate in extracurriculars, even when the child resists? Many parents, guided by cultural norms and best intentions, believe that these structured activities help develop skills that academics alone cannot. Yet recent research, including a 2024 study from the University of Georgia, has begun to draw a clearer boundary around what really benefits children and what puts them at risk of burnout, anxiety, and even the opposite of the intended academic gains (Phys.org; NEA.org).
This debate resonates strongly in Thailand, where the pressure for young people to excel — not just in the classroom but also on the sports field, music stage, or national academic competitions — is evident in many families’ daily routines. From piano lessons after school to weekend tutoring for university entrance exams, “enrichment activities” have come to symbolize advantage and ambition. But the latest research warns that too much can be counterproductive.
A new wave of U.S.-led research, based on detailed analyses of more than 4,000 children from kindergarten through high school, shows a clear pattern: while a moderate involvement in after-school activities is linked to improved cognitive skills and social development, an excessive load quickly plateaus in its benefits and can tip into harm. Dr. Carolina Caetano, assistant professor of economics at University of Georgia, who co-authored a landmark 2024 study, explains: “We found that the effect of those additional activities on cognitive skills, that last hour, is basically zero … And what’s more surprising is that the last hour doing these activities is contributing negatively to the child’s non-cognitive skills” (Phys.org; NEA.org).
Non-cognitive skills — such as emotional regulation, resilience, and communication — are increasingly valued by educators and employers alike. These “soft skills” are best nurtured not only through formal activities, but also through unstructured time: playing with friends, relaxing, and family interactions. The study found that high schoolers are especially vulnerable to negative effects: while they may already be maxing out the academic gains from their busy schedules, any further increase in structured activity actually erodes their emotional well-being.
Thai students have not escaped these global trends. Studies from the National Statistical Office of Thailand have shown participation rates in extracurricular activities rising over the past two decades, particularly among students from wealthier households. Nationwide, sports participation is especially popular for boys, while girls more often enroll in music and language lessons. However, recent years have witnessed increasing parental concern about both the cost — often exceeding 30,000 baht per child annually — and the toll these activities take on mental health, with cases of stress-induced physical symptoms and adolescent anxiety on the rise (EBSCO).
Expert perspectives from both Western and Thai contexts suggest that there is no single “right number” of activities or hours for every child. Rather, the key is balance and listening to the child’s feedback. “If your child is persistently tired, more emotional, or complains about being forced to attend practice or lessons, these are signs you should not ignore,” explains a senior educational psychologist at a leading Bangkok hospital. The American Academy of Pediatrics recommends families regularly assess for signs of over-scheduling: poor sleep, frequent complaints of illness before events, or a significant drop in enthusiasm.
What drives families to overschedule? Cultural factors loom large. In Thailand, as in many Asian societies, securing a prestigious university spot or scholarship is often seen as dependent not only on academic achievement, but also on a “well-rounded” portfolio of sports, music, and community service. This is reflected in intense competition for after-school programs, weekend academic boot camps, and talent competitions. “Many parents fear their children will fall behind their peers in an already hyper-competitive society,” notes a child development researcher from a major Thai university.
Research highlights that parents’ intentions matter. While structured activities can expose children to teamwork, discipline, and creativity, the pressure to perform or fulfill adult ambitions can backfire. A pivotal EBSCO study notes that children whose parents focus on achievement in activities — rather than enjoyment or passion — report higher rates of stress and burnout. Dr. Suniya Luthar, a renowned psychology professor quoted in the overview, emphasizes, “It’s not the number of activities, but the intensity with which they are pursued. Problems arise when performance becomes more important than participation.”
In Thailand, a hierarchical family culture and respect for elders may make it challenging for children to voice their true feelings about disliking or wanting to quit an activity. Still, some parents — inspired by emerging research and open dialogue forums — are beginning to reconsider traditional approaches. A Bangkok-based mother, who asked not to be named due to cultural sensitivities, described how she and her husband initially pushed their son into football and math club but ultimately let him quit after observing his mounting distress. They now prioritize unstructured family time and have seen improvements in both his mood and academic performance.
The historical context also matters. Extracurricular activities have been framed as privileges and symbols of modernity in Thailand since at least the 1960s, when rapid urbanization and educational reforms led to a proliferation of music, dance, and sports clubs in urban schools. However, unlike in many Western countries, unstructured outdoor play has often taken a back seat to academic and organized pursuits, particularly in urban families.
The unprecedented pressures brought by the COVID-19 pandemic further transformed children’s daily routines, temporarily halting most organized activities but also increasing digital “extracurriculars” and online tutoring. As restrictions lifted, many families rushed to re-enroll children in multiple programs, sometimes contributing to a new wave of burnout in both children and parents. A 2024 New York Times feature highlighted the surge in parental exhaustion and “intensive parenting” even in the face of warning signs from educational and mental health professionals (The New York Times).
So, what is the way forward? Experts consistently advise taking a more individualized, flexible approach: encourage children to try a reasonable number of activities, but watch closely for signs of stress and listen to their preferences. Maintain open channels of communication and allow children opportunities to say “no” or step back when needed. Non-cognitive and emotional skills — so important for future job success and personal well-being — require not just structured experiences, but also freedom to play, rest, and socialize without performance expectations.
Policy-level interventions are also needed. Thai schools could follow the leads of select international institutions by limiting homework and after-school obligations, offering more unstructured time, or introducing wellness curricula focused on resilience and emotional intelligence. Community organizations and local governments might promote public campaigns (similar to the U.S. National Family Night) that encourage less scheduling and more free family time.
In conclusion, while extracurricular activities continue to offer considerable benefits for Thai children — from teamwork and grit to opportunities for fun and friendship — too much of a good thing can tip the balance toward risk. The ideal, as supported by the latest research, is a middle path: encourage participation, but prioritize the child’s mental and emotional health above all. For Thai families, this may mean asking not how many activities a child should do, but what brings them genuine joy, growth, and rest.
For Thai parents and educators seeking practical next steps, experts recommend:
- Regularly check in with your child about how they feel regarding their activities. Encourage honest feedback without fear of disappointing adults.
- Watch for physical and emotional signs of overwhelm: fatigue, irritability, or avoidance; don’t ignore repeated complaints.
- Build in unstructured time for family and play each week — even just one “activity-free” evening can support resilience.
- Collaborate with teachers and schools to ensure workloads and expectations are developmentally appropriate.
- Remember: It’s okay for children to try and then quit activities that don’t fit. Learning to say “no” to unnecessary stress is a lifelong skill.
As the latest science continues to evolve, Thailand has an opportunity to model a holistic approach to childhood success — one that values well-being alongside achievement, and family connection over competition.
Sources: The Cut, Phys.org, NEA.org, EBSCO, The New York Times, Wikipedia