INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

Co-curricular activities are now widely acknowledged as an integral part of school education rather than an area separate from formal learning. This article explores the educational value, policy position, and implementation challenges of co-curricular activities in school education in West Bengal. The study is based on documentary and interpretive analysis of national policy documents, state education policy, official notifications, parliamentary records, planning and budget documents, and selected peer reviewed literature. The analysis indicates that the contemporary policy context in India, particularly after the National Education Policy 2020, supports an integrated understanding of schooling that includes arts, sports, reading culture, student participation, health, and experiential learning. In West Bengal, this orientation has been reflected in initiatives such as house systems, graduation ceremonies, reading promotion programmes, Ananda Parisar, and Shishu Sansad, while Samagra Shiksha planning and annual academic calendars have created institutional space for sports, library activities, Kala Utsav, and art and craft programmes. However, implementation continues to be uneven because of examination pressure, disparities in infrastructure, teacher workload, and regional inequalities. Drawing on the broader research literature, the article argues that participation in co-curricular activities strengthens academic engagement, promotes a sense of school belonging, nurtures leadership and democratic values, reinforces cultural rootedness, and supports student retention. The paper concludes that in West Bengal, co-curricular activities should be understood not as peripheral events but as an essential pedagogic strategy for holistic development, especially when they are connected with inclusive participation, local culture, and school level planning.