Background. The PERMA model of wellbeing proposes that there are five core elements to the construct of psychological wellbeing; positive emotion, engagement, relationships, meaning and accomplishment. Previous research indicates that structured extracurricular activities (ECAs) have the potential to promote positive socioemotional outcomes and wellbeing in young people who participate. Aims. To explore the value of community-based ECAs to young people’s wellbeing from the perspective of young people, parents, and organisers, through the PERMA model of wellbeing. Methods. A case study methodological design was adopted to gather qualitative data to understand ECA practices within three cases; dance, athletics and girls’ football. Observation, focus groups, questionnaire, and interview methods were used to gather a range of information in relation to the research questions from young people, parents, and organisers. The case studies were analysed using deductive thematic analysis and compared using a cross case analysis. Findings. Three key propositions emerged from the cross-case analysis. 1. The PERMA model is helpful to understanding the value of ECAs to young people’s wellbeing, 2. Individual and environmental barriers and enabling factors impact on a young person’s access to and participation in ECAs, 3. The COVID-19 pandemic has highlighted the value of ECAs to young people’s wellbeing. Conclusions. The research implications for policy and practice include considering how community-based ECAs can be supported at policy level through government-backed initiatives. Educational psychologists can have a role in promoting the benefits of ECA participation and in working with schools and communities to further enable participation.