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Policy | Implications and Adaptation to Extreme Heat in Schools

Updated: Nov 1, 2024



Policy Brief: Implications and Adaptation to Extreme Heat in Schools

Ebenezer Forkuo Amankwaa, Department of Geography and Resource Development,

University of Ghana, FAR-LeaF Fellow.


Background

Climate change is a pervasive global issue, impacting various facets of life across all generations. Children are particularly vulnerable, with the World Health Organization estimating that they will bear 80% of the illnesses, injuries, and deaths attributed to climate change impacts (Sanson & Burke, 2020). Extreme heat is one of the most severe manifestations of climate change, especially in tropical regions like Ghana, where average monthly temperatures range between 24°C and 31°C throughout the year (Gough et al., 2019). Despite their vulnerability, children's perspectives are often excluded from climate change discussions, which predominantly reflect adult views.


This policy brief focuses on primary and junior high school children, exploring the causes of extreme heat, its effects on education, coping strategies, and interventions to improve classroom thermal comfort.


Objectives

The primary objectives of this policy brief are to:

1. Identify the factors contributing to extreme heat in classrooms.

2. Examine the effects of extreme heat on teaching and learning.

3. Understand the coping strategies employed by children.

4. Propose interventions to improve thermal comfort in classrooms.


Methods

A mixed-methods approach was employed to gather data for this study. Temperature sensors were installed in classrooms of 16 schools in urban poor communities (Alajo and Agbogbloshie), recording temperature and humidity every 10 minutes. Data from these sensors were downloaded and analysed bi-monthly, with results discussed with school heads, teachers, and students.


Students participated in thermal comfort surveys, providing insights into their experiences with heat, the impacts on their learning, and their coping strategies. Additional surveys assessed clothing and seating positions to calculate the students' clo values and further understand their thermal comfort levels. Two-day school events were organised to capture children's voices on heat, involving visual sketches, poems, drama, debates, and choreographies.


Findings

Causes of Extreme Heat

The study found that structural and environmental factors influence extreme classroom heat. Classrooms with metal or asbestos roofs absorb and retain more heat than concrete roofs, making them significantly hotter during the day. Additionally, the lack of ceiling insulation in many classrooms exacerbates this issue by allowing heat to penetrate more easily.


Overcrowded classrooms also contribute to higher temperatures, as the collective body heat of students increases the overall temperature. This problem is particularly pronounced in urban poor communities, where classroom sizes often exceed recommended limits.


Insufficient tree shading around schools further compounds the issue, as trees play a crucial role in providing natural cooling through shade and evapotranspiration.


Human activities and environmental factors also play a significant role. Schools near busy roads or industrial areas are exposed to higher vehicular emissions, contributing to increased heat. Similarly, playgrounds used as parking lots expose children to additional heat sources. The use of open windows for ventilation, while necessary, often results in direct exposure to the sun's rays, further increasing indoor temperatures.


Effects of Extreme Heat

The impacts of extreme heat on children's physical health are profound and varied. Skin diseases, such as heat rash, are common among students, along with more severe conditions like heat stroke and dehydration. These health issues not only affect students' well-being but also hinder their ability to participate actively in classroom activities.


Cognitive impairments resulting from extreme heat are particularly concerning. Studies have shown that high temperatures negatively affect cognitive functions, reducing concentration, memory problems, and impaired decision-making abilities (Piil et al., 2020). This translates to lower academic performance and decreased engagement in learning activities in the classroom.


Behavioural issues also arise from extreme heat. Teachers report that students become restless and inattentive, frequently disrupting lessons to seek relief from the heat. This behaviour affects individual students and creates a chaotic learning environment, making it difficult for teachers to maintain order and deliver effective instruction.


Coping Strategies

Despite the challenges, students employ various coping strategies to mitigate the effects of extreme heat. Fanning themselves with hands, paper fans, or books is common, although it provides only temporary relief. Drinking cold water is another prevalent strategy, helping students regulate their body temperature. However, many schools often limit access to cold water, highlighting the need for improved facilities.


Wiping the sweat off with handkerchiefs or uniforms is a practical yet inadequate method of coping with the heat. Some students resort to stepping outside the classroom for fresh air, which is usually restricted during lessons. Changing seating positions to areas with better ventilation, such as near windows or doors, is another adaptive strategy, but it is not always feasible in overcrowded classrooms.


Recommendations

Immediate Actions

1. Install Fans and Ventilation Systems: Immediate installation of ceiling fans or portable fans can provide significant relief in classrooms. Ventilation systems that promote air circulation can also help reduce indoor temperatures.

2. Enhance Natural Shading: Planting trees and installing blinds or curtains can provide immediate relief by blocking direct sunlight and reducing indoor temperatures.

3. Improve Classroom Layout: Reducing class sizes and rearranging seating to maximise airflow can enhance thermal comfort. Ensuring no more than 30 students occupy a classroom can significantly reduce heat levels.


Long-Term Strategies

1. Retrofit Existing Buildings: Schools should be retrofitted with better insulation, particularly ceilings, and more effective roofing materials. Providing funds for such improvements can make a substantial difference in thermal comfort.

2. Design Future Schools for Climate Resilience: New school buildings should incorporate climate-resilient design principles, such as north-south orientation, cross-ventilated windows, and natural cooling features like green roofs and reflective surfaces.

3. Policy Implementation and Monitoring: Government and educational authorities should implement policies that mandate climate-resilient design in school construction. Regular monitoring and assessment of school environments can ensure that standards are maintained and improvements are made as needed.


Inclusive Decision-Making

Children should be actively involved in decisions that affect their learning environment. Their firsthand experiences and insights are invaluable in developing effective strategies to combat extreme heat. By including children as stakeholders in climate resilience initiatives, policymakers can ensure that solutions are tailored to the actual needs and preferences of students.


Conclusion

Addressing the challenges of extreme heat in schools is crucial for safeguarding children's health and enhancing their educational experience. Policymakers can create thermally comfortable and conducive learning environments by implementing immediate and long-term strategies and involving children in the decision-making process. This policy brief provides a comprehensive framework for understanding the causes, effects, and coping strategies related to extreme heat in schools, offering actionable recommendations to mitigate its impacts.


References

Gough, K. V., Yankson, P. W., Wilby, R. L., & Amponsah-Mensah, K. (2019). Climate change adaptation for urban children. Environment and Urbanisation, 31(2), 561-580.

Piil, J. F., Christiansen, L., Morris, N. B., Mikkelsen, C. J., Ioannou, L. G., Flouris, A. D., ... & Nybo, L. (2020). Direct exposure of the head to solar heat radiation impairs motor-cognitive performance. Scientific reports, 10(1), 7812.

Sanson, A. V., & Burke, S. E. L. (2020). Climate Change and Children: An Issue of Intergenerational Justice. Children and Youth Services Review, 119, 105504.

Image by Justin Hu

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