In the wake of record-breaking temperatures in the UK, the issue of overheating classrooms has once again come to the forefront. As schools grapple with the challenges of rising temperatures, the focus is on the impact on students' learning and well-being, particularly those with special educational needs. The situation is dire, with teachers and students alike facing the consequences of extreme heat, from passing out to reduced concentration and health risks.
One parent, Victoria Everitt, shares the harrowing experience of her daughter Amelia, who suffers from a condition that affects her body temperature regulation. Amelia's condition can lead to her becoming unresponsive in hot classrooms, highlighting the very real dangers of overheating for students with special needs. Michael Conley, head teacher of St Peter's Church of England Primary School in Rickmansworth, Hertfordshire, echoes these concerns, describing instances of children becoming sick, dysregulated, and even falling asleep due to excessive heat.
The Trades Union Congress and the National Education Union have called for a legal maximum working temperature to be introduced, with the latter suggesting a maximum indoor temperature of 26C (79F). The CCC's report emphasizes the disruption caused by high indoor temperatures, affecting learning and increasing health risks for students and staff. The situation is further exacerbated by the fact that schools often lack the necessary resources and infrastructure to combat the heat.
Lucio Poli, a teacher at Ely St John's Community Primary School in Cambridgeshire, recalls instances of students passing out during hot spells. He highlights the importance of flexibility in clothing choices during heatwaves, but also criticizes the lack of a maximum temperature limit imposed by the county council. The school's building, with its poor insulation and poorly constructed design, exacerbates the problem, making it difficult to keep the heat out.
In Rickmansworth, Conley has invested in improvements, such as artificial turf to cover the black asphalt playground and a refurbished roof. He has also installed air conditioning in half of the school and solar panels. However, he emphasizes the need for further changes, especially after classrooms reached 40C (104F) last year. Conley stresses the impact of heat on students' learning and well-being, particularly those with special educational needs, who struggle to cope with the extreme temperatures.
Everitt agrees that hot weather significantly affects children with special needs, especially those who use wheelchairs. She highlights the challenges faced by these students in finding a cooler place and the potential increase in seizures and behavioral issues. The need for a more permanent solution, such as air conditioning, is evident, and local charities are helping Everitt raise funds for this purpose.
Head teacher Lulu Stanier-Martin of Ridgeway School in Kempston, Bedford, underscores the impact of poor insulation and outdated windows on the school's learning environment. She calls for government investment in upgrading school buildings to ensure they are safe and suitable for students. The problems from hot weather tend to coincide with the summer exam season, as one parent from Bedfordshire describes, highlighting the unbearable conditions in exam halls.
Jenny Kendall emphasizes the helplessness of schools in managing heatwaves, particularly those with large sports halls that lack proper ventilation. She suggests that the design of schools in this country is not suited to the current and future climate, unlike those in Europe or Africa, which have incorporated shading into their architecture. Rebecca Cooper, an architect at RAFT, offers passive measures to mitigate heat, such as external shading, reducing dark floor surfaces, and improving ventilation.
Cooper's suggestions include using thermal imaging cameras to identify hot spots, installing ceiling fans, and moving students out of south-facing classrooms. She criticizes the lack of consideration for heat in modern school designs, citing examples from northern France where every building has external shading. The Department for Education (DfE) acknowledges the issue and welcomes the CCC's risk assessment, indicating a willingness to consider proposals to address overheating in educational settings.
