The objectives of the study were: (1) To identify the CCABP in selected institutions. (2) To select the suitable CCABP for depth study. (3) To identify objectives for each selected CCABP. (4) To study the methodology of each CCABP. (5) To select subjects on whom the methodology of the selected CCABP would be implemented. (6) To implement the methodologies of the selected CCABP by comparing changes in academic performance and behaviour. (7) To evolve strategies for maximum participation of children in co – curricular activities (CCA) in the schools.

The sample comprised of 191 Students, 466 Participants, and 38 Teachers from USA, Germany, Sweden, Denmark, Thailand, Israel, Japan, and Norway.

Interview Schedule, Observation Schedule, Questionnaire and Rating Scale were developed by Researcher were used for data collection.

The findings of the study were: (1) CCABP is in action in which some or the other activity of students is going on. It may be of any kind such as, physical, mental, social, emotional etc. (2) CCA release stress & anxiety among students. (3) CCABP has enormous social value. (4) Conclusion of Yoga and meditation in the assembly was highly appreciated. CCABP prove to be useful in vocational training. (5) CCABP also provides opportunities to teachers to develop their teaching competence. (6) CCABP broadens the scope of using all the Gardner’s seven intelligence dimensions to become more competent in social and academic fields. (7) The most of the students who do not participate in any of the activities are low achievers but getting appreciation for their little efforts, they perform better in academics because of the developing self - esteem. (8) It was found the teacher became a facilitator and made the classroom more active, lively and creative.