Can summer schools help the disadvantaged students?

In their recent report on “Can summer schools help disadvantaged pupils bounce back from lockdown”, the authors provide a number of recommendations that may be relevant for governments globally:
– that summer schools should be provided universally, without “selecting any particular group of students”, while at the same time should prioritize those who risk deprivation of learning.
– that both learning outcomes and socio-emotional well-being are important for summer provision;
– that a priority should be given to the students in the transition between school phases (from primary to middle, middle to upper secondary);
– and that the staff and the teachers must be well-paid for their involvement. The emphasis here is on well-experienced teachers that can support student learning. Instructional design of the programs is advised to include small groups and one-on-one tutoring to address the needs of everyone.
The report at the same time draws on evidence that summer learning appears to be most effective for literacy programs and can lead to up to four months of additional progress. The impact of teacher-led literacy programs has a positive impact on students’ reading skills. So does the parental support of reading at home.