<p>Educational robotics (ER) is increasingly offered in extended-education settings such as after-school programs and clubs, yet most evidence comes from formal classrooms, and effect-size reporting across the field is uneven. This systematic review synthesized evidence on ER programs for primary school-aged children implemented in extended education, organized into three outcome domains: cognitive and academic achievement outcomes, socio-emotional and motivational outcomes, and creativity-related outcomes. Fifteen studies met the inclusion criteria. For each outcome, a standardized effect size (Cohen’s <i>d</i>) was extracted where the reported statistics allowed, and every estimate was classified into one of three convertibility tiers reflecting the assumptions required to derive it. Estimates that could not be placed on a standardized mean difference scale were synthesized narratively. Following the Synthesis Without Meta-Analysis guideline, results were summarized by domain and subconstruct and displayed in descriptive forest plots without pooled estimates. The direction of effects was largely positive, with the broadest evidence for cognitive and academic outcomes, more mixed findings for socio-emotional and motivational outcomes, and only a single study addressing creativity. Effect magnitude varied systematically with study design: the largest effects came from uncontrolled within-group comparisons and researcher-developed measures, whereas the few controlled estimates were smaller, imprecise, or mixed in direction. ER in extended education appears to be broadly associated with positive change, but the size and causal status of these effects remain to be established, and stronger, more fully reported studies are needed.</p>