There is a need for a conversation about climate change that children can relate to. Exposure to extreme heat affects teaching and learning, leading to absenteeism, lack of concentration, tiredness, excessive sweating, and headaches. Despite being seen as having less capacity to adapt to harsh climatic conditions, school children develop both conscious and unconscious mechanisms and strategies to cope with extreme heat. These include wearing lighter clothing, staying hydrated, and adjusting daily routines.
By placing Tiny Tag temperature sensors in classrooms in Accra and Tamale (Ghana) regions and conducting thermal comfort surveys, data was collected to inform enhanced techniques and strategies to adapt to extreme heat in schools. The results showed extended periods of heat, as temperatures start rising earlier, and the sun stays up later, so temperatures take longer to decline. School events in lower and upper primary and junior high classes involved learners in the research process. Learners participated and expressed their ideas through dance, drama, painting, sketching, poetry recitals, storytelling and essay competitions. The project identified climate champions as agents of change in their schools, homes, and communities through these various activities.
