The mentality of "not studying will be a loss" comes not only from parents, but also from a number of teachers. Many people share that they teach extra classes not only to increase their income but also because of their responsibility to students, because of the pressure of academic performance and the expectations of parents. It is this cycle that makes summer vacation for both teachers and students a formal concept.

Many teachers have become accustomed to "no summer" - from invigilation, grading, to professional training classes, and then back to summer teaching. A true summer vacation has become a luxury. Meanwhile, students seem to not know how to rest. The consequence of studying continuously is that many children do not form the habit of self-study, do not develop life skills, lack the ability to adapt and be creative - the core competencies set by the general education program.

From a cultural perspective, summer vacation is not only a time but also a special cultural space. It is where children can live their true age, develop non-academic values: artistic talent, sports, labor, community activities, and independence skills. These "life skills" cannot be obtained through books or grades, but only come from real-life experiences - things that only summer can give.

In my opinion, a true summer vacation is an opportunity for both teachers and students to "regenerate" - in terms of health, emotions and motivation to study. That is also the time when schools, families and the whole society can start right from this summer - a different summer, without extra classes, without worrying about grades. Instead, there will be days of fun, exploration, learning life skills, learning how to be happy. It’s not just a change in schedule, but a cultural change – a necessary transformation for education to return to its true role: nurturing the whole person.