Snakes and Ladders Learning - What can we do about it?
This year, we aim to #StoptheSummerSlide. Research indicates that the six-week school break can lead to learning loss and difficulties in transitioning back to structured learning. As a result, teachers often spend up to six weeks re-teaching and reintegrating students when they return to the classroom in September.
The long summer holiday between school years is an opportunity to travel, socialise, explore the outdoors and experience life outside the classroom. Our children are spending more time with family, learning through play, and becoming the people they are going to be in the future. During this time, children and their families exist outside the rigid structure of school and extracurriculars, away from worksheets and tests, and this is an important opportunity to step back and recharge.
But are we setting our kids up for a tough transition come September?
Research into the concept of Summer Learning Loss, also known as the ‘Summer Slide’ indicates a varying intensity in rates of learning loss. However, they all seem to agree that it exists to a degree. UK-based studies now confirm what many teachers already know: long breaks from school can undermine academic progress - especially in maths and structured learning habits.
The Education Endowment Foundation (EEF) conducted a rapid evidence assessment showing that school closures and summer holidays can widen the attainment gap by up to 36%, with some estimates as high as 75%. Primary pupils, particularly those from disadvantaged backgrounds, are most affected.
Some studies suggest that in the autumn, teachers spend up to six weeks re-teaching the syllabus to students, and it takes a similar amount of time for students to re-adapt to the structure of school life.
It’s like a game of Snakes and Ladders: kids make great strides during the school year, then slide backward over the summer, only to spend September catching up.
What About Secondary School Students?
While most research focuses on younger pupils, teenagers are far from immune to summer learning loss - though the symptoms may look different.
The Education Policy Institute (EPI) reported a widening disadvantage gap for secondary students during periods of learning disruption, particularly in Years 10 and 11, where exam prep and academic confidence are critical.
What’s more, teens often experience:
High screen time: Ofcom reports 12–15 year olds spend up to 5 hours daily online, with much of it being passive content consumption.
Disrupted sleep cycles, affecting memory and focus.
Disengagement, especially without structure, hobbies, or peer support.
The result? Teenagers lose more than academic knowledge, they lose rhythm, motivation, and momentum.
How big is the problem? And how should we approach it?
Children’s minds are malleable and always expanding, and the concept of the Summer Slide should not be a cause of major anxiety to parents. We want to give children opportunities to keep learning, but they shouldn’t be removed from play to complete boring worksheets during their holiday.
Socialising:
Parents can view the summer break as an opportunity to nurture young minds in new ways. This is a time for children to play, socialise, and connect with the outdoors. Social exchange is critical for brain development. It allows children to grow their confidence and cope with life’s transitions, which in turn prepares them for the return to school.
Projects:
Summer projects can be exciting, especially when they are hands-on and encourage kids to problem solve. They are also valuable opportunities for kids to interact with parents, siblings and friends. Some good resources for developmentally appropriate projects and activities include BBC Bitesize, Twinkl and YouTube.
Hobbies:
While the usual extracurriculars are paused, Summer can be an exciting time to try new hobbies. A new instrument, craft or sport can inspire children to experiment, taking their learning into their own hands. It might lead to a lifelong passion! We know that through adulthood, having a hobby is not just a fun pastime; it’s a crucial component for maintaining balance and ensuring personal well-being. In our world of screens, this will remain ever more relevant, and planting the seed now will have immeasurable benefits in the future.
These are the tenets on which Learn.je was founded. We are deeply committed to Learning Outside the Classroom (LOtC) and nurturing the transferable soft skills that are essential for everyday life.
Our holiday camps are structured around STEAM learning (Science, Technology, Engineering, Arts, and Mathematics), solving real problems through innovation. In addition to traditional STEM learning, we believe integrating Arts into all our programmes will help learners blend creativity with their technical skills, inspiring new ways of thinking.
We encourage our learners to develop problem-solving skills and think analytically, and we don’t need worksheets to do it! Additionally, we are one of the few holiday clubs on the Island that accommodates children aged 7-16, divided into peer-appropriate age groups. Parents can ease the load of organising childcare and playdates with the knowledge that their children are socialising, engaging with peers and learning to work as a team.
Just one week at our holiday camp can help prepare kids to hit the ground running when they return to school. Our mission is to allow our learners to have as much fun as possible while maintaining an excellent standard of programming.
How are you looking to tackle the Summer Slide this year? Could we play a part in that? More information about our summer programmes is live on our website now, and if you have any questions, we are just an email away at admin@learn.je.
References:
Education Endowment Foundation – Parental Engagement
🔗 https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/parental-engagement
EEF – Impact of School Closures on the Attainment Gap (2020 Report PDF)
🔗 https://educationendowmentfoundation.org.uk/public/files/EEF_(2020)_Impact_of_school_closures_on_the_attainment_gap.pdf
Education Policy Institute – COVID-19 and the Disadvantage Gap
🔗 https://epi.org.uk/publications-and-research/covid-19-and-disadvantage-gap
Ofcom – Children and Parents: Media Use and Attitudes Report 2023
🔗 https://www.ofcom.org.uk/__data/assets/pdf_file/0020/266249/Children-and-Parents-Media-Use-and-Attitudes-Report-2023.pdf
BBC Bitesize – Learning Resources (Home Page)
🔗 https://www.bbc.co.uk/bitesize
Twinkl for Parents – Home Learning & Activities
🔗 https://www.twinkl.co.uk/resources/parents
