15 Activities for High School Kids With Cerebral Palsy

High school is a time for exploration, friendship, and building skills that last a lifetime. For students with cerebral palsy, the right activities can open doors to new interests, strengthen social connections, and prepare them for life after graduation. The good news is that with thoughtful support and inclusive programs, teens with CP can participate in nearly every type of high school activity, from sports and clubs to leadership roles and creative pursuits.

Research consistently shows that participation in school and community activities improves self-esteem, expands social networks, and builds practical skills for adulthood. Yet studies also reveal that teens with CP often participate less than their peers, especially as they move through high school. Barriers like inaccessible spaces, lack of adaptive equipment, or simply not knowing what’s available can get in the way.

This guide highlights 15 meaningful activities where high school students with cerebral palsy can thrive, along with practical information about supports, modifications, and legal protections that make participation possible.

Why High School Activities Matter for Students With Cerebral Palsy

Participation in extracurricular activities isn’t just about filling time after school. For teens with CP, these experiences build confidence, create lasting friendships, and develop skills that directly impact their futures.

Studies show that students with disabilities who participate in school activities have better outcomes in adulthood, including higher rates of employment and postsecondary education. Activities provide natural opportunities to practice communication, problem-solving, and teamwork in real-world settings. They also help teens discover their interests and strengths, which becomes essential during transition planning for life after graduation.

The social benefits are equally important. High school activities create spaces where students can connect with peers who share their interests, reducing isolation and building a sense of belonging. These friendships often extend beyond the school day and provide emotional support during a challenging developmental period.

Legal Protections That Ensure Access to School Activities

Federal law guarantees students with disabilities the right to participate in all school programs, including extracurricular activities. Understanding these protections helps families advocate effectively.

The Individuals with Disabilities Education Act (IDEA) requires schools to provide appropriate accommodations and supports for students with IEPs. This includes access to nonacademic and extracurricular activities. Schools must provide necessary aids, services, or modifications unless they would fundamentally alter the nature of the activity.

Section 504 of the Rehabilitation Act prohibits discrimination and ensures equal opportunity for students with disabilities in all school programs. This applies to clubs, sports, social events, and any other activity offered by the school.

In practice, this means schools must make reasonable modifications like providing accessible meeting locations, allowing assistive technology, adjusting schedules, offering communication supports, or providing transportation to ensure students with CP can participate. Schools cannot exclude a student simply because participation requires accommodations.

Understanding the Barriers Students With CP Often Face

Despite legal protections, real barriers still exist. Being aware of these challenges helps families and schools work together to address them proactively.

Research shows that participation rates for youth with CP drop as they move through adolescence. Several factors contribute to this pattern. Physical accessibility remains an issue in many schools, from inaccessible meeting spaces to lack of adaptive equipment for sports or activities. Transportation to and from after-school activities can be complicated when specialized vehicles or extra time is needed.

Social barriers matter too. Some students feel self-conscious about their differences or worry about being accepted. Others have experienced exclusion in the past and hesitate to try new activities. Program leaders and peers may lack awareness about how to include students with disabilities effectively.

The severity of motor impairment plays a role, but it shouldn’t determine whether a student participates. With creativity and planning, activities can be adapted for varying abilities. The bigger issue is often whether schools and community programs have committed to true inclusion rather than just theoretical access.

Academic and Leadership Activities

1. Student Government and Leadership Roles

Student government offers powerful opportunities for teens with CP to develop leadership skills and influence school policy. Positions like class representative, committee member, or executive board roles teach public speaking, advocacy, and collaborative decision-making.

Schools should ensure meeting spaces are accessible and provide communication supports if needed. Many students with CP excel in leadership roles that leverage their organizational skills and unique perspectives on accessibility and inclusion. Campaign activities, meetings, and school-wide events can all be modified to accommodate different physical abilities.

2. Debate Team and Mock Trial

Debate and mock trial programs build critical thinking, research, and persuasive communication skills. These activities focus on intellectual preparation and delivery rather than physical performance, making them naturally accessible for many students with CP.

Accommodations might include flexible formats for presenting arguments, use of assistive communication devices, or adjusted time limits when needed. The structured nature of debate competitions actually works well for students who benefit from clear rules and advance preparation.

3. Academic Competition Teams

Quiz bowl, Science Olympiad, math competitions, and similar academic teams welcome students with diverse abilities. These activities emphasize knowledge, strategy, and teamwork.

Students with CP often bring strengths in particular subject areas and benefit from the collaborative problem-solving these teams require. Equipment modifications, accessible workspaces, and assistive technology allow full participation. Academic competitions also build college applications and can lead to scholarships.

4. Special Interest Clubs

Most high schools offer clubs centered on specific interests like environmental activism, political organizations, cultural groups, book clubs, or hobby-based communities. These clubs provide low-pressure social environments where students connect over shared passions.

The informal structure of many clubs makes them particularly accessible. Students can participate at their own level, take on roles that match their abilities, and build friendships naturally. Schools should ensure all club meetings occur in accessible locations and that leadership positions are open to all qualified students.

STEM and Technology Activities

5. Robotics and Engineering Clubs

Robotics teams and engineering programs offer hands-on problem-solving that can be adapted for different physical abilities. Modern robotics competitions value diverse skills including programming, design, project management, and community outreach alongside building.

Students with CP often excel in programming, CAD design, documentation, or strategic planning roles. Teams should ensure workspaces accommodate wheelchairs or other mobility devices and provide tools that work for different levels of fine motor control. The collaborative nature of robotics means every team member contributes their strengths.

6. Computer Science and Coding Clubs

Programming and computer science activities are highly accessible for students with CP. Adaptive keyboards, voice recognition software, and other assistive technologies make coding accessible for various physical abilities.

Many students with CP pursue computer science because it offers intellectual challenge without physical barriers. Coding clubs, hackathons, and app development projects build valuable career skills and can lead directly to college programs or employment opportunities in technology fields.

Creative and Performing Arts

7. Music Programs, Band, and Choir

Music education provides emotional expression, cognitive benefits, and social connection. Many students with CP participate successfully in band, orchestra, or choir with appropriate supports.

Adaptive instruments, modified techniques, and assistive devices can make instrumental music accessible. Voice programs work well for students with varied physical abilities. Music technology classes offer additional options, including digital composition and sound engineering that don’t require traditional instrumental skills. School music programs should work with music therapists or adaptive music specialists to identify appropriate modifications.

8. Theater and Drama

Theater programs build confidence, communication skills, and creativity. Contrary to common assumptions, students with CP can participate in many aspects of theater production.

Acting roles can be adapted or written to incorporate a student’s actual abilities. Behind-the-scenes roles like directing, stage management, set design, costume design, lighting, sound engineering, and dramaturgy offer equally valuable experiences. Many professional theaters now practice inclusive casting, and high school programs should follow this model. Drama classes also teach skills like projection, articulation, and physical awareness that have practical applications.

9. Visual Arts and Photography

Visual arts programs accommodate diverse physical abilities through adapted tools, modified techniques, and assistive technology. Painting, drawing, sculpture, ceramics, and digital art all offer options for students with varying fine motor control.

Photography has become particularly accessible with digital cameras and editing software. Students can use tripods, remote triggers, or voice-activated controls. Composition, lighting, and creative vision matter more than physical dexterity. Many students with CP find powerful forms of self-expression through visual arts.

10. Yearbook, Journalism, and Media Production

School publications and media programs need writers, editors, photographers, designers, and business managers. These roles emphasize creativity, communication, and organizational skills.

Digital tools make journalism highly accessible. Students can write using adaptive keyboards or voice recognition, design layouts with accessible software, and contribute to video production in various roles. Journalism teaches practical skills like interviewing, research, and deadline management while creating a tangible product that serves the school community.

Adaptive Sports and Physical Activities

11. Adaptive Physical Education and Unified Sports

Federal and state policies require schools to offer adapted physical education that meets each student’s needs. Adaptive PE uses modified equipment, alternative movements, and individualized goals to ensure students with CP get appropriate physical activity.

Unified Sports programs partner students with and without disabilities on the same teams, creating inclusive athletic experiences. Sports like boccia (a Paralympic sport similar to bocce), wheelchair basketball, track and field, and swimming all have adaptive versions. Many schools now offer adaptive team sports that compete against other schools, providing the same competitive and social experiences as traditional athletics.

12. Individual Fitness and Recreational Activities

Swimming, yoga, dance, and outdoor education programs can be modified for different abilities. These activities build strength, flexibility, and endurance while offering social benefits.

Aquatic therapy and adapted swimming programs are particularly beneficial for students with CP because water supports movement and reduces spasticity. Adaptive yoga and dance programs focus on what each student can do rather than standardized poses or movements. Working with physical therapists and adaptive recreation specialists helps identify appropriate activities and necessary supports.

Social and Community Activities

13. School Social Events and Dances

Proms, homecoming dances, and other social events are protected under federal disability law. Schools must ensure these events are accessible and that students with CP can participate fully.

This includes physical accessibility of venues, accessible transportation, appropriate accommodations for students who use wheelchairs or other mobility devices, and fostering a school culture that welcomes all students. Many schools now train peer mentors or “buddy” programs to support social inclusion at events, though the goal should always be genuine friendship rather than assigned helpers.

14. Community Service and Volunteer Organizations

Service learning and volunteer activities build empathy, community connection, and resume-worthy experience. Many service projects can be adapted for different physical abilities.

Students with CP can participate in food drives, environmental cleanups, tutoring programs, fundraising events, advocacy campaigns, and many other service activities. The key is matching tasks to abilities and providing necessary supports. Community service also introduces students to nonprofit organizations that may offer future employment or volunteer opportunities.

Pre-Vocational and Life Skills Activities

15. Work Experience and Job Training Programs

Pre-vocational programs prepare students with disabilities for employment through on-site work experiences, community job placements, and direct skill instruction. These programs teach resume writing, interview skills, workplace behavior, money management, and time management.

IDEA requires IEP teams to begin transition planning no later than age 16, helping students prepare for life after high school. This includes exploring career interests, developing job skills, and connecting with adult services. Work experiences during high school significantly improve employment outcomes for young adults with CP.

Job training might include internships, school-based enterprises (like running a school store), or community partnerships with local businesses. The focus is on building real skills in actual work environments while providing supports that help students succeed.

How to Find and Access Activities

Finding the right activities starts with exploring what your school offers and understanding what supports are available. The IEP team should discuss extracurricular participation and include necessary accommodations in the IEP or 504 plan.

Talk with school counselors, special education coordinators, and activity sponsors about interest and needed supports. Many schools have disability services coordinators who can help arrange accommodations. Don’t assume an activity won’t work until you’ve asked about adaptations.

Beyond school, community recreation departments, disability sports organizations, and local nonprofits often offer adaptive programs. Organizations like Special Olympics, Paralympic sport clubs, and inclusive arts programs provide additional opportunities.

Transportation is often a significant barrier. Discuss accessible transportation options with the school district, as this may be included in a student’s IEP if necessary for accessing services. Some families connect with other parents to share rides and support.

Working With Schools to Ensure Full Participation

Effective advocacy makes the difference between theoretical access and meaningful participation. Start by knowing your rights under IDEA and Section 504, then work collaboratively with school staff to identify needed supports.

Be specific about requested accommodations. Rather than asking for general “access,” identify concrete needs like an accessible meeting location, permission to use a communication device, modified equipment, flexible scheduling, or peer support. Document requests in writing and follow up on commitments.

If schools resist providing accommodations, remind them of their legal obligations. Most issues can be resolved through conversation, but families can file complaints with the Office for Civil Rights if schools fail to provide required access.

Encourage school staff to consult with physical therapists, occupational therapists, or adaptive specialists who can suggest effective modifications. Sometimes simple changes make a big difference.

Tips for Supporting Participation and Success

Start with interest. The best predictor of ongoing participation is personal motivation. Let your teen’s interests guide activity choices rather than assuming what they can or can’t do.

Try different things. High school is for exploration. Some activities won’t be a good fit, and that’s okay. Encourage trying multiple options to discover where your teen feels engaged and welcome.

Build self-advocacy skills. Help your teen learn to identify needed accommodations and communicate them to activity leaders. Self-advocacy is a critical life skill that develops through practice.

Connect with peers. Activities work best when teens form genuine friendships. Look for programs that foster true inclusion rather than segregation or token participation.

Plan for transitions early. Start discussing post-graduation goals and necessary supports well before senior year. Activities that build toward these goals become more meaningful.

Stay involved but step back as appropriate. Parents play important advocacy and support roles, but teens also need increasing independence. Find the balance between ensuring access and allowing natural social development.

The Long-Term Impact of High School Activities

Research demonstrates that participation in high school activities correlates with better adult outcomes for people with CP. Students who participate in extracurriculars have higher rates of postsecondary education enrollment, greater employment success, and improved quality of life measures.

The skills developed through activities translate directly to adult life. Leadership roles build confidence and decision-making abilities. Sports and physical activities improve health and mobility. Creative pursuits provide ongoing outlets for expression and stress relief. Work experiences create pathways to careers.

Perhaps most importantly, activities during high school help teens with CP develop their identities beyond their disability. They discover what they’re good at, what they enjoy, and who they want to become. These experiences shape self-concept in powerful ways that influence lifelong wellbeing.

Moving Forward

Every student with cerebral palsy deserves the chance to explore their interests, develop their talents, and build connections during high school. The activities listed here represent just some of the many possibilities available when schools commit to meaningful inclusion.

The barriers that exist are real but not insurmountable. With coordinated support among families, schools, therapists, and community programs, students with CP can participate fully in the academic, social, athletic, and pre-vocational experiences that make high school meaningful.

Start by identifying one or two activities that match your teen’s interests. Work with the IEP team to ensure necessary supports are in place. Connect with other families who have navigated similar challenges. And remember that participation itself is the goal, regardless of whether it leads to awards, leadership positions, or standout achievements.

High school activities plant seeds for the future. They create possibilities, build confidence, and open doors. With the right supports and genuine inclusion, students with cerebral palsy can thrive in all the ways high school has to offer.