Research has pointed out the importance of participation in extracurricular activities (EA) in school achievement (Eccles, 2003; Linver, 2009; Meier, 2018), as well as in the development of skills that promotes children and youth wellbeing and social progress (Covay i Carbonaro, 2010; Vandel & col, 2020). It has also identified quality criteria that can substantially modify after-school activities outputs. Among them, we focus the on the capacity to adjust activities and program structures to the diversity of social contexts (Simpkins, 2017).

The literature indicates that social vulnerability significantly impacts children’s participation in organized leisure. A debate has emerged to explain the lower involvement of working-class families in extracurricular activities, attributed to material factors or to class culture patterns (Weininger, E. B., Lareau, A., & Conley, D., 2015). Research has also scrutinized exclusion mechanisms in leisure arising from peripheral conditions associated with poverty, such as mobility, job precarity, complex administrative procedures (Oncescu, J. & Neufeld, C., 2020). Specific barriers to participation in leisure activities arise from family migration status (Shuey, E. A., & Leventhal, T., 2018), becoming evident when we consider the significance of social capital in accessing information regarding activity availability and enrollment (Galindo, C. & Sanders, M., 2017).

The democratization of out-of-school educational opportunities faces specific challenges that are increased in today's scenarios of uncertainty, social polarization and mobility flows, particularly in urban schools. To address these challenges, policies aimed at expanding participation in out-of-school education require innovative, community-centric approaches rather than a narrow focus solely on child development (Bae, 2019). Public supply of extracurricular activities in urban schools offers a chance to mitigate the geographical and economic barriers, promoting collaboration between families and school stakeholders that goes beyond cultural and informational hurdles. However, the functioning of the school-based leisure provision model needs a nuanced approach that enables the identification of factors conditioning their potentialities.

In Barcelona EA supply has often been governed by marketisation logics (Termes, 2020)., which ends up by shaping a territorially unequal distribution of educational opportunities. Mapping studies on this issue (Termes, 2020, Palou, 2021) concluded that school-based EA in disadvantaged neighbourhoods were less divers and mainly tutorial and remedial type, while in other districts activities aimed at personal development were offered, such as languages, arts, science and technology. That is the reason why local administration develops new extended-school policies with the doble goal of fostering desegregation in after school times and spaces and improving equity in the access to EA (Sintes, 2018). On October 2022, the Arts and STEAM extended-school programme “Extra!-Extra!” is launched in 32 primary and secondary schools and 6 municipal facilities. It has the capacity of 2.100 participant. During the first year reaches a 66% of occupation, with significative gaps depending on the school and its surroundings.

This study analyzes the enactment factors of the new policy in schools that may have led to heterogeneous impacts on the overall school community.

This study aims to explore the institutional factors of the school-based leisure program that have facilitated the engagement of certain families in EA while leaving others on the sidelines. We seek to investigate the causes of the heterogeneous impacts of the policy on families' access to school-based leisure and the changes in patterns of extracurricular participation. To answer these questions, we employed a mixed method research design. In the initial phase, a survey on extracurricular participation was conducted with students in 3rd to 6th grade (n=741). Survey data underwent latent profile analysis to identify patterns of out-of-school time use. Subsequently, a second survey was conducted exclusively with students of the same schools who enrolled in the new public extracurricular activities (N=122). Using the LPA profiles as a baseline, we analyse the program's coverage regarding time use patterns and sociodemographic variables of gender and origin. In the second phase, in order to understand the differential access of families to school-based leisure, we use a qualitative approach. It includes semi-structured interviews with School Social Workers (10), family members (30), and a focus group with policymakers responsible of program design. Qualitative information is coded based on dimensions of full-service community schools (Cummings et al, 2011), inducing categories related to the school-community relationship, shared leadership, community participation, and other emergent factors.

This study contributes to the literature on success factors of full-service community schools, examining a case involving a city that has initiated new policies for the governance of children's leisure at the local level. The analysis of program coverage has revealed increased access for children who were already users of school-based leisure before the program's inception, with an interesting inclusion of some who were not engaged in activities previously, and the underrepresentation of students involved in private or community activities outside of school. All schools have implemented adjustments to schedules and coordination with other educational agents in the neighborhood. However, in contexts where school-based leisure competes with socio-educational and community provision, access to the program has been lower. According to preliminary results, the activity offerings have not taken into account the reception needs experienced by children in more recent migrations, nor the information and decision-making processes occurring in newly arrived families. Some schools overcome this challenge through the cultural broker role adopted by the school social worker, helping families align with the municipal agenda for children's leisure. This process is more effective when the school has initiated community building processes with families, moving beyond viewing them as individual clients of extracurricular activities.

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