As summer reaches its peak in August, are teachers and students enjoying the joys of vacation? The summer break offers a much-needed opportunity for relaxation after a long semester. For students, the significance of this time lies not just in what they learn, but in experiencing a different kind of life. If students can explore their interests or create unforgettable memories during the break, it adds immense value to their time off. However, a common concern arises after long vacations: "summer learning loss," where students forget what they learned before the break, leading to a decline in academic performance when school resumes. The word "setback" can trigger a wave of anxiety. Yet, this phenomenon is not inevitable and can be managed. With the right mindset, understanding that learning is a long journey, even if students do experience a decline, it can be viewed as just a new starting point for growth.
"Learning Loss" Is Not Inevitable
The term "learning loss" has been around for quite a while. Scholars have long speculated that primary and secondary school students may suffer academically due to extended summer breaks. Some researchers have pointed out that students' average scores after summer are often lower than before the break, which is why this phenomenon is termed "learning loss." However, there is no consensus on how much students' performance actually declines. Ling Wai-hang, a director of the Hong Kong Social Workers Association who specializes in child services, believes we shouldn’t overanalyze or overly worry about this. He emphasizes that "learning loss" largely reflects how some students' performance may temporarily dip due to a lack of "practice" during the long break—much like how teachers need to refresh their lesson plans after a vacation or how someone might be unsteady on a bike after not riding for a while. If students take the time to readjust, they can recover their "lost" academic skills.
(Summer vacation is certainly a time for fun, but could it lead to losing focus and declining grades? This has always been a concern for educators and parents.)
Recent years of the pandemic have provided an opportunity to study "learning loss." Ling cites a 2022 study from the University of Copenhagen, which shows that "learning loss" is not a foregone conclusion. This research mainly examined the impact of the COVID-19 pandemic on the academic performance of Danish children.
Surprisingly, the results indicated that long breaks did not lead to significant declines in students' grades; in fact, their performance was comparable to non-pandemic periods. So, what accounts for this misconception? Ling believes it is closely tied to changes in teaching methods and educational practices over the past decade.
Benefits of Digital Learning and Learning Through Play
When discussing the shift in learning models over the past decade, we can't overlook the rise of online learning. Today’s students, even when at home during their breaks, can reinforce their learning through various self-directed platforms. Many of these learning platforms incorporate games into their teaching, making it more engaging for students to learn independently. This approach has proven invaluable during the pandemic, allowing students to maintain their academic performance even after extended vacations—if they do experience minor setbacks, they can quickly catch up.
"More importantly, should teachers, parents, and students really view 'learning loss' as such a serious issue?" Ling reflects. "As a registered social worker, I frequently interact with parents and students, and I understand that everyone values academic performance. However, it’s important to recognize that fluctuations in grades are entirely normal. Especially after a long break, it’s reasonable for students to need time to regain their learning focus, so there’s no need for excessive worry. As long as this 'loss' isn’t ongoing, we should face it with a calm mindset!"
Want to Prevent Setbacks? Integrate Learning into Daily Life
Ling also suggests that if parents or students are genuinely concerned about academic performance after the break, they might consider integrating learning into everyday activities during the summer. However, he advises against cramming too much into their schedules to preserve the essence of summer relaxation. "To blend learning into life, we first need to encourage children to think and explore. Did they encounter new experiences during the break? Did they meet new friends? Were they engaged in new activities or explore new places? Such experiences keep students thinking and allow them to learn or apply knowledge in their daily lives. Therefore, as long as students have diverse experiences during the vacation and maintain their interest and motivation for learning, they can stay engaged. Even if they aren’t doing structured practice or memorizing facts, it can still help sustain their academic performance."
Consider this: vacation life can also be a dynamic learning experience!
- Shopping Experiences: Helps with understanding currency and math skills.
- Traveling and Meeting New Friends: Builds confidence and language skills.
- Theme Parks and Amusement Parks: Introduces concepts related to physics and engineering.
- Reading Extracurricular Books: Enhances reading skills.
- Participating in Events: Improves reading comprehension through guides and brochures.
It’s widely recognized that interest is the best teacher; rote memorization or repetitive learning doesn’t promote long-term academic success. Similarly, to prevent "learning loss," the rationale is the same. Ling is aware that many parents have their children do extra academic work before school starts to help them transition back into a learning mindset. He hopes parents understand that every child has their own pace of learning, and there’s no need to feel anxious about temporary setbacks. If parents impose additional homework or pressure in pursuit of consistent grades, it may ultimately harm their child's motivation to learn and be counterproductive in the long term.
We advocate for a holistic understanding of learning, which encompasses reading, critical thinking, memory, and expression skills. The "learning loss" students experience after summer doesn’t have to happen, and even if it does, it often pertains specifically to academic performance. But if we look deeper, is it really true that they haven’t progressed? Perhaps after the summer, their communication skills have improved remarkably!
(As long as we encourage children to maintain a spirit of exploration and a thirst for knowledge about the world, there is no need to fear the learning loss that summer might bring.)
This summer, let’s encourage children more and ask them:
"What happened today? How did you feel?"
"What was the most memorable activity today? Why? What did you learn from it?"
By thinking and sharing together, we can all move toward progress, and "learning loss" can simply be a hurdle that can be easily overcome.