As summer draws to a close, schools are preparing for the new school year with energy and purpose. Children are transitioning from the freedom of summer vacation to the expectations and structure of a new grade level. While this transition is exciting for many, some children experience the challenge of summer learning loss during the back-to-school season.
Kristin Johnson, Ed.D., assistant professor of reading education and reading program coordinator at the University of Alabama at Birmingham School of Education and Human Sciences, shares her professional insight on summer learning loss and advice on how to approach it.
What is summer learning loss?
Sometimes called the “summer slide,” summer learning loss refers to the decline or slowdown in a student’s academic skills during the summer break. This decline occurs because children may not be regularly using certain skills. Returning to the classroom requires children to brush up on skills they may have stopped using regularly.
“Some children lose ground, some maintain their skills, and some continue to make gains,” Johnson said. “Summer learning loss isn’t uniform because children don’t all enter summer with the same skills or have the same experiences while they’re out of school.”
Johnson adds that, during the summer, some children continue to use and build academic skills naturally through activities like reading, play, conversation, travel, camp and more, while others may have fewer opportunities to practice certain skills.
How much is forgotten with summer learning loss?
“When children return to school, we should focus less on what they may have ‘lost’ and more on identifying where they are now, giving them the instruction and support they need to keep moving forward,” Johnson said.
According to the MAP Growth assessment conducted by Northwest Evaluation Association, math tends to be more vulnerable than reading. The suggested average summer decline in math can represent roughly 10 percent to 30 percent of the learning students make during the school year, while reading remains relatively stable with little decline.
“Skills that require repeated practice, such as math procedures, facts or multistep processes, are particularly susceptible and may be easier for students to forget than more ‘embedded’ skills like reading comprehension,” Johnson said.
There is no specific “amount” of what knowledge is lost over a summer. This experience varies from child to child, by grade level, by subject and by how researchers measure it.
“Some larger studies find that learning slows over the summer after kindergarten and first grade without showing an actual decline, while other assessments show losses,” Johnson said. “By grades 3 through 8, average summer declines appear more consistently in the research.”
Which children are most affected by summer learning loss?
Historically, summer learning loss was often described as disproportionately affecting children from low-income families, in part because of differences in access to resources such as books, camps, programs and other enrichment opportunities.
Even though differences in access are real, socioeconomic status does not fully predict which children are most affected because this experience differs from child to child and is highly individualized, according to Johnson.
Johnson notes it is important to be attentive to children who ended the school year struggling with important foundational skills or who have fewer opportunities during the summer to read, talk, explore, problem-solve and apply their skills.
“A child showing some rustiness at the beginning of the year does not automatically mean that he or she has a significant academic problem or will continue to fall behind once school begins,” Johnson said.
Many children regain skills quickly once getting back into a routine of consistent instruction and practice in the classroom. According to Johnson, sometimes students who lose ground over the summer show stronger growth upon returning to school.
Signs of summer learning loss
Potential signs that may signal summer learning loss include difficulty in:
- Recalling math facts
- Reading words fluently
- Remembering vocabulary
- Applying a previously mastered skill independently
Johnson emphasizes being cautious about automatically labeling these signs as summer learning loss. Beginning a new school year requires children to adjust to being back in the classroom, and it is normal for some skills to be lost or forgotten.
“The best way for teachers to know child’s needs is through observation and appropriate beginning-of-year assessment, rather than assumptions based on how the child performs during the first few days of school,” Johnson said.
If a child is experiencing substantial learning losses, particularly if those losses occur repeatedly over several summers, it is essential for parents and teachers to assess these gaps. These gaps can accumulate over time and make it difficult for the child to access increasingly complex grade-level content and support the child’s academic growth.
Summer learning loss prevention tips
“My biggest message for families is that summer learning does not have to look like summer school,” Johnson said.“Children need opportunities to rest, play, be creative, spend time with their families and pursue things that interest them.”
Everyday experiences can give children the opportunity to use language, reading, writing and math without the feeling of being in summer school.
Simple activities Johnson suggests are:
- Reading together
- Visiting the library
- Playing games that involve counting, problem-solving or strategy
- Writing cards
- Making lists
- Exploring the outdoors
- Learning about something your child is interested in
Additionally, schools can make families aware of free or low-cost community resources, provide access to books and learning opportunities, and offer high-quality summer programming when available and appropriate.
Preparing for the new school year
For children who may have fallen behind in their academics or struggled with a certain skill over the summer, it is crucial for parents to communicate in advance with their child’s teacher.
Johnson adds that regular attendance and routine are essential factors that can help students readjust in the back-to-school mindset. For children who need additional learning support, having regular attendance matters so teachers can assess what they need, provide targeted instruction, and give repeated opportunities for learning and growth.
“Sometimes we overlook the importance of simply getting children back into a consistent school routine,” Johnson said. “Predictable routines, like consistent bedtimes and wake times, regular meals, and time for reading can help children make that transition back to school more successfully.”
Rather than assuming, schools must properly assess what a child knows and needs. Johnson suggests teachers can identify specific strengths and needs by conducting a beginning-of-the-year assessment to correctly provide targeted support. This assessment gives teachers data to use to drive instruction and intervention.
“We do not want to spend weeks reteaching everything from the previous year if a child only needs support in a few areas,” Johnson said. “At the same time, if a child has a significant gap, we want to recognize it early and respond quickly.”
Johnson’s work focuses on preparing teachers to understand how children learn to read, how to recognize when they may be struggling, and how to use assessment and instruction to support them. Her research aligns with supporting novice educators both personally and professionally.