The quick growth of esports (i.e., organized competitive video gaming) in secondary education has transformed competitive gaming into a legitimate outlet for students to represent their schools. As middle and high schools increasingly adopt club and varsity interscholastic esports programs, it is clear that these opportunities are not only engaging but also beneficial for student development. The rise in esports organizational platforms such as PlayVS (https://playvs.com) and XP League (https://xpleague.com), as well as scholastic esports non-profit organizations like the Network of Academic and Scholastic Esports Federations (NASEF, https://www.nasef.org) and state athletic associations recognizing esports (e.g., New Mexico Activities Association, https://www.nmact.org/activities/esports), demonstrates that esports have evolved into a valuable scholastic activity.

One of the biggest reasons esports is a good outlet for students is its structured, school-based format, similar to other extracurricular activities. Modern high school esports programs, reflecting traditional sports by offering seasons, playoffs, and championships, require coaches, teamwork, skill development, and regular practice. PlayVS, for example, provides leagues where students can represent their schools in state-level competitions. The structure legitimizes esports within the academic environment and allows students to take pride in representing their school community. Many scholastic esports programs have attendance and minimum GPA requirements like traditional sports.

In addition, scholastic esports programs promote essential life and academic skills. Students who participate develop teamwork, communication skills, strategic thinking, leadership skills, and technology mastery. These programs also encourage critical thinking and quick decision-making in high-pressure scenarios. According to Cunningham (2021), esports can also support system learning by connecting gaming interest with fields like technology and engineering. This makes esports especially valuable as it connects students to their personal interests and passions with academic and career pathways. Often, according to Jenny et al. (2025), scholastic esports offers a new extracurricular activity for students who do not participate in any other extracurricular activities.

Another factor in the growth and legitimacy of scholastic esports is inclusivity. Unlike many traditional sports, esports allow students of all physical abilities and backgrounds to participate. Programs are often coed and accessible to students who may not feel comfortable in conventional athletics. In addition, esports offers a competitive outlet for students with physical disabilities who my not be able to participate in traditional sports. This inclusivity increases the overall student engagement and helps schools reach a broader population. As esports continues to develop in schools, it also provides a sense of

belonging for students who might otherwise feel disconnected from school activities, strengthening their respective school’s culture and community (Jenny et al., 2025).

Organizations like NASEF reinforce the legitimacy of esports by promoting educational frameworks and curriculum that integrate gaming with learning. Lessons emphasize not just competition, but also career readiness, digital citizenship, and social-emotional development. Similarly, scholastic leagues like the XP league, provide coaching and developmental pathways that align with educational goals, promoting that esports remain student-centered rather than purely entertainment.

The growth of esports in middle and high schools supports the idea that it is a worthwhile outlet for students to represent their schools. By combining structure, skill development, inclusivity, and academic connections, esports offers a modern alternative to additional extracurricular activities. Schools continue to adapt to evolving student needs and interests, and esports can act as vehicle for meaningful student engagement while building school pride by competing for one’s through competitive video gaming.

Note

Marc Lucente is a junior communications major from Moon Township, PA at Slippery Rock University of Pennsylvania (SRU). He is a student in Dr. Seth Jenny’s “Current Issues in Esports Health and Society” course in the Department of Exercise Science at SRU.

References

Cunningham, E. (2021, November 1). Why you should upgrade your school esports teams. EdTech: Focus on K-12. https://edtechmagazine.com/k12/article/2021/11/why-you-should-upgrade-your-school-esports-teams-perfcon

Jenny, S. E., Schary, D. P., Bodony, J., & Hamer, R. (2025). Benefits of collegiate esports study: Executive summary. Voice of Intercollegiate Esports (VOICE). https://voicecollegiate.org/blog-posts/executive-summary-benefits-of-collegiate-esports-study

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured esports posts here. Please do follow each of the outstanding contributors on social media and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this post with the following:

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