Student Perspective: How to Make Summer Work Less Stressful

Student Perspective: How to Make Summer Work Less Stressful

How can teachers make summer work less stressful for their students? This student-authored post is part of a series that highlights student perspectives around learning and executive function in the classroom. 



As the end of summer approaches, I have started to stress about my summer work. Therefore, I have three suggestions for teachers to make summer work more manageable for students.

Reconsider Assigning Work

My first suggestion is not to assign any work. I know many teachers will roll their eyes at this suggestion, but it’s valid. Once students get into high school, they have more on their plates, even in the summertime. Many students have jobs, work on preparing for college, take extra classes, or complete any number of other activities. Adding more academic work to their plate makes students feel as though they have no break at all. As a student with dyslexia and ADHD, it’s tough for me; it takes me double the time of my classmates to complete most assignments.

Avoid Testing on Summer Material

Another way to make work less stressful is to avoid testing on summer material. Summer academic work is assigned to prevent backslide, to teach students new things, or help them spark an interest in something. It should by no means feel like a punishment. 

Teachers also need to consider that students’ priorities change in the summer. They don’t have as much time, so many students have to pick and choose what to do first. So when they get to school, not all the material will be fresh in their minds. All of this is especially true when applied to students with learning differences. For example, I have a different experience reading a book than many of my classmates. It can be challenging when tested on a book, especially when I started reading it three months ago.

Be Clear About the Purpose of Summer Work

My final suggestion to mitigate summer stress is to tell your students ahead of time what the work will be used to accomplish. As I suggested, summer work should be just for the experience and not graded. But if you think it’s crucial to assign summer work, tell your students ahead of time what their end goal should be. For example, if you want your students to write a paper on a summer reading book, tell them ahead of time, so they can prioritize all of their work.

Will you be teaching SMARTS next year? Join us for the SMARTS Executive Function Summer Workshop (August 10th, August 12th, August 17th, and August 19th). If you are interested in hearing from equity-minded educators from across the country, join us for the 36th Annual Executive Function Conference. Learn more and register today.

  • C. Solomon, Student Contributor

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