Research has highlighted the correlation between participation in extracurricular activities (EA) and school performance (Eccles, 2003; Linver, 2009; Meier, 2018), its contribution to the development of transversal skills improving academic paths and students’ social mobility (Covay & Carbonaro, 2010; Lowe & al, 2020) in the capacity to generate social capital and reduce segregation (Schaefer, D. Simpkins, S. & Ettekal, A, 2015). 

Alongside impact, previous research have sought to understand whether participation in EA has a social structure related to child’s intersectional positions of gender, class, origin,... There is a consensus in considering family socioeconomic situation as the main driver of participation in EA, also related to a certain class culture of the concerned cultivation pattern (Lareau, 2011). Although variability has been identified in low-income neighborhoods where participation in religious instruction is higher (Palou, 2021), as well as racial stratification, in the development of transnational educational practices, such as the herigatge culture and Language learning.

In recent years, EA and extended school policies have become increasingly relevant to local political agendas. Certain municipalities seek to develop universal access to afternoon educational activities using different instruments (grands, public offer, social prescription,…). International experiences (coming form Boston, Pittsburg, Chicago) have become benchmarks in this field, inspiring local governements in adopting innovating practices. In Catalonia, the 360ª Education movement promotes the design of "the city curricula", generating and connecting a particular extracurricular offer open to all students.

Taking the case of two Barcelona neighbourhoods, this study aims to understand the adjustment between the new afternoon-time educational policies, and the multicultural and low-income context where they are set up. We are interested in understanding the concept of inequality and inclusion that lays below the normative model, and its potential in the governance of migrant children, that may foster the acculturation pressure towards particular parental models.

We establish three research questions. First, what profiles of participation in EA can be drawn in terms of the time spend in public, private, community and homes provision? What is the probability of affiliation to each profile, depending on sociodemographic characteristics of students and their families? And finally, how do the institutional density of the neighbourhood and the district 360º policies implemented, shape the educational opportunities of primary school students of each profile. The study applies a mixed method model. On its first stage we have applied a survey to students of 3rd to 6th grade of 10 primary state schools (N=620). Data has been treated trough a Profile latent analysis, in order to unveil the latent profiles of participation in after-school activities. Variables consider the homogeneity and heterogeneity of activity performance, the afternoons spend in community, public, privat, or home activities for each class. The second stage is based on qualitative research methods, including focus groups with family members, 2 focus groups with social workers responsable for the students enrollement in extracurricular activites, and interviews with community based educators of the two neighbourhoods.

Following the statistical controls of the Bayesian information Criteria, 4 profiles have been identified. The interaction between childhood and leisure studies describes three types of children experiences of leisure: organised, family and casual (Mukherjee, 2020). This research aims at understanding what type of leisure activities are taking place, mapping family, shadow education and community-based options of EA, that are primordial for a segment of families, and that the policy of Education 360º, haven’t necessarily taken into account. The expected outcome is to set some recommendations towards a more inclusive extended school policy, and the development of new indicators for its assessment.

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