Closing Out Summer with Reflection and Intention

Jessie Miller
Jul 28
6 min read

By: Jessie Miller; Founder PHB

As summer winds down, it often feels like the season slips away faster than we expected. The long days, spontaneous adventures, and quiet moments together begin to fade into memory just as a new school year approaches. Instead of rushing ahead, what if we paused—just for a moment—to look back, take it all in, and help our children carry the best of summer with them into what comes next?

I believe it is important to begin new seasons with intention. Before moving forward, we can create space to reflect on what went well, what did not go as expected, how we feel about the experience, and what we hope to do next.

Reflection and intention setting have become essential practices whenever I begin something new, and they are valuable habits to introduce to children early. The end of summer and the beginning of a new school year provide a natural opportunity to pause, look back, and think ahead together.

When children reflect on their experiences, consider their emotions, and set meaningful goals, they are practicing important lifelong skills, including:

self-awareness
metacognition, or thinking about their own thinking and learning
executive functioning
goal-setting
emotional awareness
decision-making
personal responsibility
self-directed learning

Research describes metacognition as the ability to understand and manage our own thinking and learning. It includes planning, monitoring progress, evaluating an experience, and deciding what to do differently in the future. These skills can support students as they become more thoughtful and independent learners. [PMC]

There is also something beautiful about intentionally closing out a season. When we slow down and invite our children to remember, describe, and make meaning from their experiences, we show them that their thoughts, feelings, and memories matter.

So, what might this practice look like for your family?

Below are two groups of questions. The first will help your child reflect on the summer, and the second will help them think intentionally about the upcoming school year.

Part One: Reflecting on Summer

When to Ask

You do not need to sit down and work through every question at once. In fact, your conversations may feel more natural when you spread the questions throughout the final few weeks of summer.

Use them as conversation starters in the car, around the dinner table, during lunch, on a walk, or while spending time together. Choose the questions that feel most relevant to your child and your family.

Summer Reflection Questions

What was your favorite part of this summer?
What is one summer memory you never want to forget?
What was the most epic thing you did?
What made you laugh the hardest?
What was something you tried that surprised you?
Was there anything you did not enjoy? What made it difficult or disappointing?
What moment made you feel the happiest?
Did anything feel scary or make you nervous?
Was there anything that made you feel worried or anxious? What helped you feel better?
What is something you are proud of doing this summer?
How do you think you grew or changed this summer?
What new skill did you learn or improve?
Did you discover a new hobby, activity, or interest?
What book or story did you enjoy the most? What did you like about it?
Did you meet any new friends or become closer to someone you already knew? What did you enjoy doing together?
What was something kind you did for someone else?
What is something kind someone did for you?
What was your favorite thing we did together as a family?
What is something you wish we had done differently or made more time for?
What is one thing you learned this summer that you want to remember as you begin the new school year?
What is something brave you did this summer, even though you felt nervous or unsure?

Part Two: Setting Intentions for the School Year

Once your child has had an opportunity to reflect on the summer, you can begin shifting the conversation toward the upcoming school year.

An intention does not have to be a major academic goal. Your child’s intention might be to ask for help when they need it, try a new activity, become a thoughtful friend, stay organized, or keep going when something feels challenging.

The goal is not to create pressure or plan the perfect school year. The goal is to help your child identify what matters to them and think about how they would like to grow.

Goal-setting, planning, monitoring progress, and reflecting on results are all parts of self-regulated learning. These practices help children take a more active role in their learning rather than simply waiting for adults to tell them what to do next. [PMC]

When to Ask

These questions can be used in the same way as the summer reflection questions. Sprinkle them into conversations in the car, during meals, or while preparing for school.

Children who enjoy writing may prefer to use the questions as journal prompts. You might also choose one or two questions and answer them alongside your child.

School-Year Reflection and Intention Questions

How are you feeling about starting a new school year?
What are you most excited about?
Is there anything you feel nervous or worried about?
What do you think might help you feel more comfortable on the first day?
What are you hoping will be different this year?
What is something you hope stays the same?
What is one goal you have for yourself this school year?
What is one subject or skill you would like to improve?
What is something new you would like to try?
What is one way you would like to challenge yourself?
What are you hoping to learn more about?
What kind of friend do you want to be this year?
Is there someone you are looking forward to seeing again?
What could you do if you would like to make a new friend?
What helps you when schoolwork feels difficult?
What could you say or do when you need help?
What is one habit or routine that could help your school year go smoothly?
What is something you would like to feel proud of by the end of the year?
What is one brave thing you hope to do this school year?
What is one intention you would like to carry with you into the new school year?

Give Your Child Time to Think

When your child has difficulty answering a question, it does not mean they have forgotten their summer or have nothing meaningful to share. Some children need more time to process their thoughts before they are ready to put them into words.

You might ask a question and then return to it later that day or even the following day. You can also help get the conversation started by sharing your own answer first.

For example:

“One of my favorite memories was our trip to the lake because I loved watching you try something new. What memory stands out to you?”

Your answer can give your child a starting point without answering the question for them.

Helping Your Child Tell Their Story

At the beginning of the school year, teachers and classmates may ask your child what they did over the summer. Reflecting beforehand can help a few meaningful memories come to mind, making it easier for your child to share a thoughtful answer.

More importantly, these conversations offer you an opportunity to see the summer through your child’s eyes. Their favorite memory may not be the expensive outing or the carefully planned vacation. It may be an ordinary afternoon, a funny moment in the car, a new friendship, or a time they felt especially brave.

That is part of what makes this practice so meaningful. We are not only preparing our children for the next school year. We are making space to listen, connect, and learn more about who they are becoming.

You could also turn these questions into a yearly family tradition. Record a short video interview at the end of each summer, write the answers in a family journal, or allow your child to choose a few questions to answer independently.

Over time, these reflections can become a meaningful record of your child’s memories, interests, challenges, and growth.

A few intentional conversations can help your family close out one season with gratitude and begin the next with greater confidence, connection, and purpose.

Research Behind the Practice

Reflection and intention setting are more than meaningful family practices. They also help children develop metacognition and self-regulated learning skills.

Metacognition is often described as “thinking about thinking.” It includes a learner’s ability to plan, monitor their understanding, evaluate an experience, and adjust their approach. Self-regulated learning builds on these skills by helping students set goals, choose strategies, track their progress, and reflect on the results. Together, these abilities can help children become more thoughtful, independent, and active participants in their learning. (⁠PMC)

Sources

Stanton, J. D., Sebesta, A. J., and Dunlosky, J. (2021). Fostering Metacognition to Support Student Learning and Performance. CBE—Life Sciences Education, 20(2).

Panadero, E. (2017). A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8.