Summer learning loss, often referred to as the “summer slide,” represents a significant and ongoing challenge for prek-12 teachers. It is characterized by the regression of academic and socio-emotional skills and knowledge that students often experience during the summer break. As students come back for a new school year after a long summer, you likely notice they take some time to adjust to learning, or they may need to be re-taught concepts from last year. Perhaps elementary students are struggling again with reading, middle school students are forgetting some common methods for solving math word problems, or your high school students don’t recall some basic science facts needed as background knowledge for the new school year. You might simply notice that students are taking some time to motivate themselves to get back on a “school schedule” and need help with their studying techniques or time management skills for homework. Being mindful of the challenges your students may be facing as a result of the summer slide can help you to better serve them at the beginning of the new school year so you can be prepared to help them succeed in their new grade level.

You can use the SLIDE acronym to help you think about areas in which students may be affected during the summer months and help you plan for ways to support your students when they come back to your classroom in the fall.

Use SLIDE to remember Skills, Learning, Inequity, Development, and Engagement, capturing the multifaceted impacts of summer learning loss. Take a look at some common scenarios that pre-k-12 teachers may face when working with their students after the extended summer break that will help you get a better sense of what each of these components means.

Skills

Maya, a 4th grader at Green Valley Elementary, was a strong math student but lost her edge over the summer. She spent her summer at her home with her older sister as her babysitter. The majority of her days were spent watching TV or playing Minecraft. Without any structured learning activities over the summer break, Maya now finds herself forgetting the steps to basic math problems that she could easily handle last year. She is having a hard time recalling her multiplication and division facts, and her teacher realizes that she likely needs significant review to help regain her math proficiency. The teacher will need to revisit previously covered material, slowing down the introduction of new content. Additionally, the teacher must find ways to rebuild Maya’s confidence in her math abilities, possibly through positive reinforcement, one-on-one sessions, and integrating fun math games into the curriculum.

Learning

Sophia, a 2nd grader at Applewood Elementary, forgot key science concepts over the summer. Without any engagement in educational activities, she finds it challenging to remember basic science facts and ideas discussed in the previous school year. Sophia experiences significant knowledge gaps that hinder her ability to understand new concepts in science. She feels lost during her 3rd-grade science classes and overwhelmed when new topics are introduced. The teacher will need to identify Sophia’s knowledge gaps through assessments and tailor instruction to fill these gaps. This may involve reteaching certain concepts, providing extra practice materials, and using visual aids or hands-on activities to help Sophia reconnect with the content.

Inequity

Liam, a 6th grader at Parkside Middle School, could not attend any summer educational programs due to financial constraints, even though many of his peers were able to attend various summer camps and educational programs. Without access to summer camp opportunities, Liam spent most of his day playing video games, watching TV, or taking care of his little sister. He finds himself significantly behind in his academic skills when school resumes and doesn’t show the same level of maturity and growth that some of his peers display. Liam feels isolated and somewhat frustrated, and it is taking him a long time to get back into the routine of school. Providing Liam with differentiated instruction and possibly additional tutoring will be essential to help close the achievement gap. The teacher will need to find ways to engage Liam in the learning process, perhaps by incorporating his interests into lessons and providing opportunities for hands-on and interactive learning. Additionally, the teacher might seek out community resources or school programs that can offer Liam the support he needs, free of charge.

Development

Mike, a 3rd grader at Riverdale Elementary, relies heavily on school for social interaction and emotional support, especially since he just moved to the area in the middle of the school year the previous year. During the summer break, without structured social activities or peer interactions, he experiences loneliness and regression in social skills. Mike faces challenges in social-emotional development and adjustment when returning to school. He exhibits increased anxiety and difficulty in forming friendships, often feeling isolated. The teacher will need to create opportunities for social interaction and provide emotional support to help Mike reintegrate and build social skills. This might involve setting up buddy systems, organizing group activities, and providing a safe and supportive classroom environment where Mike feels comfortable expressing himself and interacting with peers.

Engagement

Terrence, a high school sophomore at Roosevelt High, already struggles with motivation. His teachers worked together with the counselor to put into place a plan to help him focus more on his classes and complete his assignments before leaving for summer break. Over the summer, he disengages from academic activities entirely, preferring most engagement via social media. Terrence loses enthusiasm and participation in academics when the school year starts, leading to lower overall performance and grades. He becomes increasingly disengaged and resistant to classroom activities. The teacher will need to find ways to re-engage Terrence, possibly through hands-on projects or integrating his interests into the curriculum. This might involve incorporating technology, real-world applications, and project-based learning to capture Terrence’s interest and motivate him to participate in academic activities.

Understanding the Summer SLIDE

Now that you have analyzed a few scenarios that demonstrate effects of the summer slide, dig deeper into each component to learn about the elements of summer slide you need to consider as you work to build a plan for your students to address or prevent learning loss.

Skills

During the school year, your pre-k-12 students develop essential academic, social, and emotional skills. However, summer break can lead to a significant decline in these skills since they are likely not being practiced on a regular basis, like in school. In your classroom, you may notice that early elementary students struggle with basic literacy and numeracy, needing to revisit foundational skills. They may even struggle with taking turns and emotional self-regulation. Elementary students might find it difficult to recall previously learned concepts, slowing down their progress in new topics. Middle school students often exhibit a dip in their writing and analytical skills, requiring extra support to catch up. High school students might face challenges in more complex subjects like algebra and essay writing, impacting their readiness for advanced coursework.

Learning

During the summer, your students often forget important concepts, creating gaps in their knowledge. In early elementary classes, you may see students forgetting basic facts and simple instructions, affecting their ability to grasp new information. In elementary classes, these knowledge gaps can hinder students’ understanding of interconnected concepts. Middle school students might struggle with recalling scientific principles or historical events, disrupting their ability to build on previous lessons. High school students may find themselves unable to remember key formulas or literature themes, which can hinder their ability to excel in new, more complex literature or material. Whereas each grade level of school is basically a continuation of the previous year, the large summer gap makes it difficult for students to jump back into learning and recall previous concepts they should have mastered last year.

Inequity

Disparities in educational opportunities and resources (which yield an impact on educational performance) among your students from different socioeconomic backgrounds may become more pronounced during the summer months. Lower-income students typically have less access to enrichment activities. In your pre-k-2 classes, this might mean some students return to school significantly behind their peers in phonemic awards and literacy. Elementary students may lack the same level of engagement in reading or math practice over the summer. Middle school students might miss out on summer camps or enrichment programs that their peers attend, widening the achievement gap. High school students may not have access to advanced preparatory courses or extracurricular opportunities, further exacerbating educational inequalities. It is important to consider the opportunities available to all of your students so that you can plan for ways to differentiate your support of all students in your classroom and ensure that students who may not have had summer program exposure are still ready to tackle the school year.

Development

Development in your pre-k-12 students encompasses both cognitive and social-emotional growth. Summer breaks without structured or intellectually stimulating activities can sometimes delay cognitive development, as your students are not regularly engaging in learning experiences. In early elementary classes, you might observe delayed language development and social skills, with students struggling to interact appropriately with peers. Elementary students may return to school with diminished problem-solving abilities and emotional regulation issues. Middle school students could show signs of social-emotional stagnation, such as difficulties in collaboration and increased behavioral problems. High school students may experience setbacks in their ability to handle stress and form healthy relationships, impacting their overall academic performance and personal growth. All of these students may find it difficult to jump back into the routine and structure of school and may need your support to get them back on track.

Engagement

Student involvement and motivation in learning activities are critical for their academic success. During the summer, the absence of engaging educational activities may lead to a decline in your students’ interest and motivation in the classroom. You might find it challenging to captivate your students, who have become accustomed to unstructured days. Elementary students may exhibit a lack of enthusiasm and focus, requiring creative strategies to re-engage them in learning. Students at all grade levels could display a significant drop in motivation, making it hard to spark their interest in subjects they once enjoyed. Older students might show a reluctance to participate in academic activities, struggling to reconnect with the disciplined routines of school life. Re-engaging these students requires additional effort and resources, putting a strain on your teaching efforts. You will want to ensure that you have a strong engagement plan for your students so that they are motivated and ready to tackle the challenges of the new school year!

But what are some ways to address these components of the summer slide to ensure that your students are ready for a rigorous school year? Head to part 2 of this summer slide article here (link) to find out more!

Conclusion

Addressing summer learning loss first requires an understanding of what might encompass the summer slide so that you have specific goals to help support your students. This requires a comprehensive and multifaceted approach. By understanding the SLIDE effects discussed in this course—skills, Learning, Inequality, Development, and Engagement—you can create effective solutions to mitigate the impact of summer learning loss. Through coordinated efforts, you can ensure that all students maintain their academic progress and return to school ready to learn.