Summer learning loss—also known as summer regression or the “summer slide”—is the decline in academic knowledge and skills that occurs during the two-month break from school. Research shows that students frequently score lower on September assessments than they did on the same content the previous year. While the extent of this phenomenon is still debated, the following research-based findings (Cooper et al., 1996) highlight its impact:
- Students lose, on average, about a month’s worth of knowledge over the summer.
- The highest declines are in math skills, closely followed by reading.
- Teachers spend anywhere from 3-6 weeks reteaching content from the previous grade, cutting into time to cover the curriculum.
As students get older, this effect gets worse; a month’s worth of high school content is far more than that of elementary school. Unfortunately, the summer slide continues across all grades and ages.
Why Does Summer Learning Loss Happen?
Skills are acquired with practice, much like muscles are strengthened with repeated strain. Both skills and muscles require the same thing to stay strong: Consistency. When those difficult math problems or tougher writing techniques are left alone for too long, the ability to do them weakens. Furthermore, learning itself is a skill, and without adequate training, students forget how to do it.
Individuals with learning disabilities have an increased risk, according to a study by Menard and Wilson (2013). They found that students with reading disabilities regressed more in sight word reading and sounding out words, which are vastly important skills for reading comprehension.
Is Summer Break All Bad?
There are, of course, some positives to summer break. Students need time to rest and recharge after the school year, or they risk becoming burnt out. The two months can also be used to catch up with family and friends. Some students need the break to get work experience, or bulk up their funds.
What If My Child Doesn’t Catch Up?
The summer slide can have lasting, compounding effects. The curriculum builds on itself as grades progress. So, students who didn’t quite catch up during the review period will be left behind. This often results in:
- Lower self-esteem.
- Poorer grades.
- Difficulty asking for help.
- Increased gaps in knowledge over time.
So What Can I Do?
The summer slide doesn’t mean kids need to be in school year-round, or that they can’t enjoy their break. Small, daily practices can vastly reduce this regression.
- Encourage your kids to read. It doesn’t really matter what they read, as long as they’re doing it. This gives them a choice in what they consume, and can make summer learning far more enjoyable.
- Sneak in some learning games. Getting a little creative can go a long way. Do a weekly trivia night, or math-related card games. Tell the little ones to write letters to each other.
- Keep them away from short-form content. Short clips like Instagram Reels and TikToks are okay here and there, but should not be an all-day activity. It can significantly shorten children’s (and adults’) attention spans and ability to sit through discomfort (like solving a tough math question). To keep those learning skills up, put the phones down.
Finally, it’s important to find a balance. Kids need to rest and play, with some learning squeezed in. Tutoring sessions are great for this reason. They provide a little structure, while keeping lessons short enough that students still have time in their day for other activities.
Learnology is open year-round and ready to help with the summer learning lull. We can cover the previous grade’s content, reinforce the basics, and get your kid prepared for the next.
If interested, book with us here or call us at 780-700-7877.
Sources:
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227. https://doi.org/10.2307/1170523
Menard, J., & Wilson, A. M. (2014). Summer learning loss among elementary school children with reading disabilities. Exceptionality Education International, 23(1). https://doi.org/10.5206/eei.v23i1.7705