OBJECTIVE:To compare the extent, context and experience of participation in outside school activities of children with intellectual disability (ID) and their peers with typical development (TD). METHODS:A systematic review was completed. Nine databases were searched and citation tracking performed. Included studies were in English, published in a peer-reviewed journal, used a quantitative study design and compared children with ID to children with TD. Studies were assessed for quality using 15 items from the Downs and Black quality checklist. RESULTS:Four papers were included. Participants were reported to have similar participation in leisure activities. Children with ID were reported to participate in fewer community-based social activities, recreational, family-enrichment and formal activities than children with TD. CONCLUSION:Key differences in participation between the groups were identified. Given their methodological limitations and that most studies were published prior to the International Classification of Functioning, Disability and Health, further research is required.