For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports, including healthy meals, medical care, supervision, and structured programs that enhance development. Children that are limited by their social, economic, or physical environments during the summer months are at higher risk for worse academic, health, social and emotional, and safety outcomes. In contrast, structured summertime activities and programs support basic developmental needs and positive outcomes for children and youth who can access and afford these programs. These discrepancies in summertime experiences exacerbate pre-existing academic inequities. While further research is needed regarding the impact of summertime on developmental domains outside of the academic setting, extensive literature exists regarding the impact of summertime on academic development trajectories. However, this knowledge is not sufficiently applied to policy and practice, and it is important to address these inequalities. Shaping Summertime Experiences examines the impact of summertime experiences on the developmental trajectories of school-age children and youth across four areas of well-being, including academic learning, social and emotional development, physical and mental health, and health-promoting and safety behaviors. It also reviews the state of science and available literature regarding the impact of summertime experiences. In addition, this report provides recommendations to improve the experiences of children over the summertime regarding planning, access and equity, and opportunities for further research and data collection.

From childhood to adolescence, young people are enrolled in various public or private forms of educational arrangements outside regular school lessons. These activities can be summarized by the term extended education. The volume provides an overview of extended education in multiple nations around the world. Different models, policies, methods, and research findings are discussed from an international point of view.

The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists. Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.

Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee

The coasts of today's American South feature luxury condominiums, resorts, and gated communities, yet just a century ago, a surprising amount of beachfront property in the Chesapeake, along the Carolina shores, and around the Gulf of Mexico was owned and populated by African Americans. Blending social and environmental history, Andrew W. Kahrl tells the story of African American–owned beaches in the twentieth century. By reconstructing African American life along the coast, Kahrl demonstrates just how important these properties were for African American communities and leisure, as well as for economic empowerment, especially during the era of the Jim Crow South. However, in the wake of the civil rights movement and amid the growing prosperity of the Sunbelt, many African Americans fell victim to effective campaigns to dispossess black landowners of their properties and beaches. Kahrl makes a signal contribution to our understanding of African American landowners and real-estate developers, as well as the development of coastal capitalism along the southern seaboard, tying the creation of overdeveloped, unsustainable coastlines to the unmaking of black communities and cultures along the shore. The result is a skillful appraisal of the ambiguous legacy of racial progress in the Sunbelt.

Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children.

I went and sat alone where Jimmy has been lying. It is way down in the bush. The light is soft, the air and the earth are cool, and the smell is of leaves and the river. I cannot presume to know what he is doing when he lies here, but it seems that he is taking himself back to an ecology not wrought by the terror of the fires, not fuelled by our violence on the earth. He is letting another earth heal him. Philosopher Danielle Celermajer’s story of Jimmy the pig caught the world’s attention during the Black Summer of 2019-20. Gathered here is that story and others written in the shadow of the bushfires that ravaged Australia. In the midst of the death and grief of animals, humans, trees and ecologies Celermajer asks us to look around – really look around – to become present to all beings who are living and dying through the loss of our shared home. At once a howl in the forest and an elegy for a country’s soul, these meditations are lyrical, tender and profound.

The development of character is a valued objective for many kinds of educational programs that take place both in and outside of school. Educators and administrators who develop and run programs that seek to develop character recognize that the established approaches for doing so have much in common, and they are eager to learn about promising practices used in other settings, evidence of effectiveness, and ways to measure the effectiveness of their own approaches. In July 2016, the National Academies of Sciences, Engineering, and Medicine held a workshop to review research and practice relevant to the development of character, with a particular focus on ideas that can support the adults who develop and run out-of-school programs. This publication summarizes the presentations and discussions from the workshop.

NEW YORK TIMES BESTSELLER • The first novel in the renowned Thursday Next series, which “combines elements of Monty Python, Harry Potter, Stephen Hawking, and Buffy the Vampire Slayer” (The Wall Street Journal). “A literary wonderland [that] recalls Douglas Adams’ Hitchhiker series [and] the works of Lewis Carroll.”—USA Today Meet Thursday Next, “part Bridget Jones, part Nancy Drew, and part Dirty Harry” (Michiko Kakutani, The New York Times), a literary detective without equal, fear, or boyfriend—and welcome to a surreal version of Great Britain, circa 1985, where time travel is routine, cloning is a reality (dodos are the resurrected pet of choice), and literature is taken very, very seriously. England is a virtual police state where an aunt can get lost (literally) in a Wadsworth poem, militant Baconians heckle performances of Hamlet, and forging Byronic verse is a punishable offense. All this is business as usual for Thursday, renowned Special Operative in literary detection, until someone begins kidnapping characters from works of literature. When Jane Eyre is plucked from the pages of Brontë’s novel, Thursday must track down the villain and enter a novel herself to avert a heinous act of literary homicide. Don’t miss any of Jasper Fforde’s delightfully entertaining Thursday Next novels: THE EYRE AFFAIR • LOST IN A GOOD BOOK • THE WELL OF LOST PLOTS • SOMETHING ROTTEN • FIRST AMONG SEQUELS • ONE OF OUR THURSDAYS IS MISSING • THE WOMAN WHO DIED A LOT