We are witnesses of sudden social changes and a significant shift in almost all areas of work, especially in science and technology, therefore education becomes more and more important because people need to be prepared for the challenges and demands of the modern world. In order to enable students to spend their free time as efficiently as possible, extracurricular activities are organized as a form of educational work, which is planned and is conducted every school year as part of the school curriculum. In extracurricular activities various teaching contents are implemented, as well as the contents of cross-curricular topics. The aim of the work was to determine the inclusion of the cross-curricular topic Personal and social development in extracurricular activities of elementary school. In working on documentation, i.e. content analysis of extracurricular activities within the school curriculum of fifteen primary schools in Osijek-Baranja County, it was determined what the goals and contents of such activities are. The results of this analysis aimed to show whether the cross- curricular topic Personal and social development is represented in analyzed extracurricular activities, in other words which domains and their educational expectations and key contents are represented in the extracurricular activities of the low-primary classes during the 2023/2024 school year. The results of the conducted research have shown that the cross-curricular theme Personal and Social development is represented in the goals and contents of extracurricular activities. An uneven representation of the domains of this cross-curricular topic is noticed in the analyzed schools curricula where domain A (I) and domain C (I and society) are most represented. These domains include the exploration of personal identity and self-recognition roles in society, which indicates that schools have recognized the importance of learning and teaching this cross- curricular topic in extracurricular activities since it contributes to personal and social development of students, preparing them for active participation and progress in society. In most schools, domain B (I and others) was also observed, which implies development of social skills and respectful relationships with others, but it is not represented to the same extent as domains A (I) and C (I and society).