Students... This One's for YOU (Successful Summer 101)

A Student’s Guide to Summer Success

From May to August: End-of-the-School-Year Checklist (May–June)

As the school year wraps up, students should take time to reflect, organize, and transition smoothly into summer. First, it's important to review final grades and teacher feedback. Understanding areas of strength and those needing improvement sets the stage for academic growth (Zimmerman, 2002). Students should also return all school materials—textbooks, library books, technology—and clean out lockers or desks to maintain responsibility and closure (Marzano & Pickering, 2005).

Another valuable step is goal reflection. Students benefit from writing short reflections about their academic, social, and emotional experiences throughout the year. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020), this reflection fosters metacognition and self-awareness, important components of lifelong learning.

Preparing for Summer (Late May–June)

Before jumping into summer break, it’s beneficial for students to set personal goals. These might include reading goals, creative projects, or physical fitness plans. Creating a simple schedule or list of desired experiences promotes autonomy and purposeful engagement (Deci & Ryan, 2000). Additionally, planning activities in collaboration with family or mentors builds communication and a sense of shared investment in personal growth.

Students, especially those transitioning between school levels (elementary to middle, middle to high school), should learn what to expect for the upcoming year. Reviewing school handbooks, summer reading lists, or new routines can ease anxiety and increase confidence (Eccles & Roeser, 2011).

How to Spend Summer (June–July)

Research shows that students can lose approximately one month of learning during the summer, particularly in reading and math—a phenomenon known as “summer slide” (Cooper et al., 1996). To counter this, students should engage in consistent, low-pressure learning experiences. Reading for 15–30 minutes a day, completing online math practice, or using educational apps can make a significant difference (Allington & McGill-Franzen, 2010).

However, summer isn’t just for academics. It’s also a crucial time for creativity, social development, and exploration. Volunteering, joining a summer camp, or participating in sports helps students build real-world skills, resilience, and teamwork (Larson, 2000). Encouraging curiosity and play is essential—students should be allowed time to rest, explore hobbies, and nurture interests, all of which support holistic development (Pellegrini & Smith, 1998).

For older students, summer jobs or internships can build responsibility and provide career exploration opportunities. High school students, in particular, benefit from resume-building experiences that develop communication and time management skills (Symonds, Schwartz, & Ferguson, 2011).

Preparing for the Beginning of the School Year (August)

In early August, students should begin re-establishing routines. Adjusting bedtime, limiting screen time before sleep, and reintroducing structured reading or writing tasks can ease the transition back into academic life (Wheaton et al., 2016). Setting academic and personal goals for the upcoming year—such as improving a subject or joining a new club—can help students start with clarity and motivation.

It’s also important to review any required summer work or revisit foundational skills in core subjects. Checking off school supply lists and organizing materials (such as folders or planners) helps reduce first-week stress and improve readiness (Duckworth et al., 2007).

Social-emotional readiness is just as vital. Students may feel nervous about new teachers, classmates, or classes. Talking openly with trusted adults, visualizing success, and setting positive intentions can help alleviate anxiety and boost confidence (Brackett, 2019).

References

Allington, R. L., & McGill-Franzen, A. (2010). Summer reading: Closing the rich/poor reading achievement gap. Teachers College Press.

Brackett, M. A. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. Celadon Books.

CASEL. (2020). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/what-is-sel/

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), 227–268.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241.

Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170–183.

Marzano, R. J., & Pickering, D. J. (2005). Building academic vocabulary: Teacher’s manual. ASCD.

Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577–598.

Symonds, W. C., Schwartz, R. B., & Ferguson, R. (2011). Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century. Harvard Graduate School of Education.

Wheaton, A. G., Ferro, G. A., & Croft, J. B. (2016). School start times for middle school and high school students—United States, 2011–12 school year. Morbidity and Mortality Weekly Report, 64(30), 811–815.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.