Assessment of school clubs in holistic education: a qualitative educational case study

This study analyzed the perceptions regarding the implementation of School Clubs in relation to the holistic development of Primary Education students at the Francisco del Rosario Sánchez Educational Center, within the framework of the Extended School Day. The research was conducted using a qualitative approach through a case study design, with the aim of understanding the perceptions and experiences of the educational stakeholders involved. The sample consisted of 12 participants, including school administrators, club tutor teachers, and students, selected through purposive sampling. Data were collected through semi-structured interviews, which were audio-recorded, transcribed verbatim, and analyzed. The findings reveal the absence of a fixed and protected schedule for school clubs, which conditions their systematic development and places them in a secondary position within the school’s daily dynamics. Nevertheless, teachers and students value these spaces as meaningful for the development of values, school coexistence, and students’ emotional experiences. The results contribute to understanding the tensions between educational policy and the actual implementation of school clubs, providing situated evidence of their formative significance in the analyzed context.