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In the 1990s, I taught in a small school in rural Missouri, a town with a population of around 1,200. Except during the winter months, those classrooms were unbearably hot. I’m unsure if the high school lacked the budget for air conditioning, or if it simply wasn’t prioritized over new football uniforms. Our method of coping with the heat involved cracking a window and hoping for a breeze. Even when school started in late summer, my classroom felt like the peak of a stifling Missouri heatwave.
The administration was aware that they were asking both teachers and students to operate under less than ideal conditions. To help us cope, they suggested a few strategies:
- Fans! Nothing beats lugging a box fan from home to circulate hot air and the unpleasant scent of sweat in a cramped room.
- Water bottles! Students could bring large containers of water to stay hydrated—until the administration grew concerned that they might be filling them with alcohol instead. Better for students to risk heat exhaustion than be caught drunk in class.
- The principal’s office! Unsurprisingly, the principal’s office was the only spot in the building that was actually cool. Students and teachers alike often sought refuge there just to cool off and breathe. After all, the office needed to be cool for the printer to function properly. But shouldn’t the entire school be cool enough for effective learning?
When the heat became unbearable, the administration half-heartedly decided to send students and staff home early. This was welcomed by students with air conditioning at home, but it also meant lost educational opportunities. Missing three hours of instruction every day added up.
Ultimately, it was a tough situation. Students wouldn’t learn if they weren’t in school, yet learning was almost impossible in sweltering conditions.
I can’t provide much evidence of effective learning in that heat—I experienced it firsthand. How could anyone concentrate while suffocating? Both students and teachers became lethargic and distracted, struggling to retain information while practically melting into their seats.
While my experience may not be compelling enough, numerous studies affirm that extreme heat adversely affects learning. One study spanning 14 years found that high classroom temperatures correlated with a significant decline in PSAT performance. The research indicated that, on average, each additional degree Fahrenheit in temperature during the year before the exam resulted in a 1% drop in student achievement.
Furthermore, low-income and minority students experienced this impact three times more severely compared to their higher-income counterparts. Research from Tulsa University’s Indoor Air Program demonstrated that as classroom temperatures decreased from 78 to 67 degrees, students’ scores in math, reading, and science improved. Consequently, proper ventilation and temperature regulation could elevate student performance above state standards.
While standardized tests and classroom grades aren’t the sole indicators of academic success, firsthand observations from teachers highlight how oppressive heat stifles student learning. The New York State Union of Teachers encourages educators and parents to share their “heat stories,” and the testimonials are alarming. One teacher from North Rockland reported classroom temperatures nearing 100°F, describing students who were lethargic, sweating, and complaining of headaches. Another teacher from Hyde Park recounted feeling dizzy and dehydrated, noting that students appeared glazed over, with papers soaked in sweat, rendering learning ineffective.
We already recognize that lack of sleep and poor nutrition can hinder educational outcomes—so isn’t it obvious that extreme heat can have similar effects? Do we really need studies or testimonials to remind us that a hot environment hampers cognitive function?
Ultimately, school boards have two choices: invest in effective cooling solutions or continue subjecting students to oppressive heat. Let’s hope they choose wisely.
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Summary:
High temperatures in classrooms hinder student learning significantly, as evidenced by personal experiences and research studies. Effective solutions are necessary to ensure a conducive learning environment, and educational institutions must prioritize temperature control to foster better academic outcomes.
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