When extracurricular activities become another way to demonstrate achievement, the line between personal interests and obligations can begin to blur. 

One example of this is students aspiring to become part of the leadership team in a variety of clubs and activities, whether it is because they enjoy the activity, want to strengthen their college applications, or a combination of the two. 

Nicolas Echavarria, a 10th-grade student at TCS who became a Vice President for COSMUN 2027, described how becoming a leader changed his relationship with the activity. “When I won my position […], I understood that I was finally moving into a different stage of my participation, where I could be a role model for my future delegates”(Translated from Spanish), said Echavarria. 

The increased responsibility of this position shifted his role from participating in individual committees to helping ensure the model’s overall success. He explained, “I am no longer just another delegate in a committee; I am now an essential part of ensuring that the model is executed to the best of its potential” (Translated from Spanish).

Despite the increased responsibilities that came with his leadership position, Echavarria’s motivation to participate remains rooted in his personal enjoyment of MUNs, asserting that “Honestly, I’ve never felt any kind of pressure to take part in the models, because I genuinely enjoy participating in them” (Translated from Spanish).

Taking on leadership roles can impact each student in different ways, possibly shifting how they perceive and engage with extracurricular activities. 

College counselor Lina Gonzalez explained how extracurricular activities and clubs have become increasingly connected to university preparation and applications. “Students are increasingly placing greater importance on their extracurricular activities, aiming to present a stronger profile for university applications” (Translated from Spanish). 

Gonzalez explained that this shift from prioritizing extracurriculars over high grades or test scores can be attributed to the increased importance of experience in college applications, affirming that “Universities are increasingly looking for more well-rounded students, rather than only those with high GPAs or SAT scores” (Translated from Spanish). 

Students’ choices of extracurricular activities and leadership roles are most often dictated and shaped by their personal goals and interests, whether they’ve always known what universities they hope to attend or what subjects they’d like to pursue. Gonzalez explained that, “ There are students who, from a very young age, are clear about their intention to apply to certain universities and know what extracurricular activities are important for that. Others already know what they want to study” (Translated from Spanish).

As students navigate their academic and personal goals, the value of extracurricular activities can depend on both personal interests and opportunities for achievement. Ultimately, students can pursue activities that fulfill them personally while also strengthening their academic profiles.