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<p>Children and young people from less privileged households are particularly affected by learning losses during extended periods away from school, such as the summer holidays. One countermeasure are summer schools, which were introduced across Austria for the first time in 2020 following extended school closures during the Covid-19 pandemic. While previous research in this context focused on the professionalisation of student teachers, this article explores the experiences of pupils who participated in summer schools. To this end, four group interviews were conducted with a total of 18 pupils from Tyrol. The data were analysed using qualitative content analysis. The results show that the pupils viewed the summer school positively as an opportunity to consolidate their learning. Despite the Ministry’s methodological guideline that the summer school should be characterised by language-sensitive and/or project-based lessons, the students described the lessons as tutoring supported by worksheets. Finally, the results are discussed in relation to the educational goals of the summer school as set out in educational policy, as well as in the context of international research on the effectiveness of holiday interventions, with a view to exploring possibilities for the future development of the programme.</p>

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„Was wir gelernt haben, hat sie uns auch wieder beigebracht – wie eine Wiederholung. Die Österreichische Sommerschule aus der Perspektive der Schüler:innen.“

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月21日

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  • Robert Pham Xuan,
  • Jana Groß Ophoff

摘要

Children and young people from less privileged households are particularly affected by learning losses during extended periods away from school, such as the summer holidays. One countermeasure are summer schools, which were introduced across Austria for the first time in 2020 following extended school closures during the Covid-19 pandemic. While previous research in this context focused on the professionalisation of student teachers, this article explores the experiences of pupils who participated in summer schools. To this end, four group interviews were conducted with a total of 18 pupils from Tyrol. The data were analysed using qualitative content analysis. The results show that the pupils viewed the summer school positively as an opportunity to consolidate their learning. Despite the Ministry’s methodological guideline that the summer school should be characterised by language-sensitive and/or project-based lessons, the students described the lessons as tutoring supported by worksheets. Finally, the results are discussed in relation to the educational goals of the summer school as set out in educational policy, as well as in the context of international research on the effectiveness of holiday interventions, with a view to exploring possibilities for the future development of the programme.