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A recent faculty survey revealed more than two-thirds of respondents believe students do not prioritize their coursework enough. At first glance, this assessment seems alarming. This is Harvard, after all. Shouldn’t academics come first?

Yet a closer look at the broader context of Harvard life suggests that this perception might be oversimplified. When viewed in the context of Harvard’s admissions process, mission statement, and student culture, it’s no surprise that many students prioritize activities beyond the classroom. In fact, Harvard actively encourages this prioritization.

One way this encouragement becomes clear is in Harvard’s admissions process. According to Harvard’s own admissions rubric, extracurriculars like clubs, work experience, and even “personal qualities” are weighed alongside academic rigor and GPA. Every year, countless applicants with a nearly perfect academic record are turned away. Harvard selects for passion, initiative, and leadership — qualities often demonstrated through extracurriculars. By the time we arrive on campus, we’ve spent years nurturing interests outside school. Suddenly expecting us to deprioritize them is inconsistent with the values that got us here in the first place.

In some cases, Harvard even seems to prioritize extracurricular excellence over academic excellence. According to a survey, over a tenth of the Class of 2025 was courted for athletic prowess, receiving boosts in the admissions process. Where are the recruited mathletes?

This emphasis continues even after admission. Harvard’s mission statement — “to educate the citizens and citizen-leaders for our society” — implies that civic engagement and leadership are central to a student’s development. “Citizen-leaders” actively engage with their community and drive change. That kind of growth doesn’t happen through coursework alone.

Harvard’s vibrant extracurricular culture — from finance and technology to art and activism and athletics — gives students opportunities to lead, collaborate, and build community. These activities are not a distraction from Harvard’s mission; they are a direct expression of it.

Citizen-leadership requires just as much involvement in extracurricular organizations as involvement in courses. It’s being an active participant in class discussions and leading a club sport. It’s engaging with professors and editing a student publication. Academics should be a priority, but it shouldn’t be the only one.

I’ve experienced this balance firsthand. I take pride in being an active member of several extracurricular groups on campus, and even more pride in knowing peers who are uniquely committed to their extracurriculars. Many of my most meaningful relationships and experiences were built and made during club rugby or late-night Crimson meetings. These relationships matter just as much as academic ones, and both are integral to the college experience.

For more than a century, professors have bemoaned students’ participation in extracurriculars, with one writing in 1894 that athletics “has distracted, distracts, and will continue to distract... all collegiate youth of the country from the liberal arts” and goes on to lament that “books and learning are disappearing from college circles as topics of conversation or interest.” Sound familiar? In the same year, one alumnus described Harvard’s participation in athletics as “evil.” Things apparently haven’t changed much.

On the other hand, I don’t want to dismiss faculty concerns. Overcommitment can hinder academic growth. We were all there, especially in freshman year, somehow trying to manage new clubs, jobs, and sports teams — and still keep up with coursework. That’s not sustainable, and yes, it can dilute both academic and extracurricular engagement.

But part of our education is learning to find balance. At some point, if your grades slip or your involvement feels hollow, you should recalibrate. Students should set their own goals and learn from both success and overcommitment.

We wouldn’t be here if we didn’t care about our grades. But we also care about our pre-professional groups, publications, and club sports. These activities give us purpose and prepare us for life beyond academia. Harvard’s mission to develop “citizen-leaders” can’t succeed if leadership and learning are treated as separate goals.

Professors say we care too much about things outside of the classroom. I say: Isn’t that what Harvard wants?

Mac M. Mertens ’26, a Crimson Editorial editor, is a Classics and History double concentrator in Mather House.