Fostering distinct and transferable learning via summer camp

Abstract The overarching purpose of this study was to explore how summer camp may fit into the learning landscape of young people's lives. We identify areas distinctly learned at camp and transferable to other contexts, ways that learning may happen, and how summer camp may compare to other learning contexts. We conducted structured interviews with former camp attendees and coded transcripts for salient themes. Interviewees reported learning interpersonal skills (e.g., relationship skills), intrapersonal skills (e.g., confidence), identity development (e.g., self-identity), and technical skills (e.g., sport and leisure skills). The program elements that supported this learning fell into the areas of the programming (e.g., experiential learning), people (e.g., counselors), and setting (e.g., safe/supportive environment). Camp fit into the learning landscape for these interviewees by being complementary to school and a social respite from school. These data suggest that youths' social emotional learning may be accelerated at camp and camp may serve as a “north star” for young people to use as a reference point in their life.