With no laws on heat in schools, are pupils and teachers at risk?

With no laws on heat in schools – As the UK braces for a heatwave, educators and parents are expressing worries about the effects of rising temperatures on students and staff. While France has seen over 800 schools close due to extreme heat, British institutions rarely shut down for the same reason. Reports from across the country highlight growing concerns, with some teachers and pupils experiencing heat-related health issues, and classrooms reaching scorching temperatures of 33°C (91°F).

Personal experiences of heat in classrooms

Victoria Everitt, a mother from Bedfordshire, shares her experience with her daughter Amelia, who has a condition affecting her ability to regulate body temperature. “Last summer, Amelia became unresponsive in the classroom,” she says. “She was just flopping around, and it was alarming.” Such incidents are not isolated, as teachers have also reported similar symptoms during heatwaves. Michael Conley, head teacher at St Peter’s Church of England Primary School in Rickmansworth, Hertfordshire, explains how high temperatures can disrupt learning. “We’ve had instances where children became excessively warm, leading to sickness, emotional outbursts, or even falling asleep mid-lesson,” he says. The situation, he adds, has forced staff to adjust their routines, prioritizing comfort over traditional classroom protocols.

Lucio Poli, a teacher at Ely St John’s Community Primary School in Cambridgeshire, recalls two particularly intense heatwaves that left him and his students struggling. “In the mid-2000s, I remember fainting, and I saw several children doing the same,” he says. “They dropped like stones, unable to cope with the heat.” Poli attributes his own experience to wearing formal attire during those spells, but he emphasizes that even casual clothing wasn’t enough to shield students from the discomfort. “The heat was overwhelming, and we had to rely on flexibility in our dress code to manage,” he explains. Despite these challenges, the school’s leadership took proactive steps, including adjusting indoor environments and encouraging staff to voice concerns when temperatures hit 40°C (104°F).

Policy responses and recommendations

The Department for Education (DfE) has not set a specific temperature limit for UK schools, leaving the responsibility to individual institutions. However, the Climate Change Committee (CCC) is pushing for change, warning that high indoor temperatures can hinder learning and pose health risks. In its latest report, the CCC states that “discomfort, reduced focus, and increased health risks are common outcomes of excessive heat in educational settings.” This has prompted calls from unions like the Trades Union Congress (TUC) for a legal maximum working temperature to be established, while the National Education Union (NEU) suggests 26°C (79°F) as a reasonable threshold.

Cambridgeshire County Council acknowledges the need for guidance during extreme weather, having provided schools with heatwave advice and a checklist of actions to take. A spokesperson notes that while the DfE outlines general strategies, the council emphasizes that “schools are expected to conduct risk assessments in such conditions.” This approach has led to minimal closures, with most schools adapting through measures like adjusting schedules or improving ventilation. Yet, as Poli points out, the outdated infrastructure of many schools—such as poorly insulated windows and black-tiled surfaces—makes it difficult to maintain comfortable temperatures, even on relatively mild days.

Investing in climate resilience

At St Peter’s Church of England Primary School, Conley has taken steps to upgrade the building, aiming to create a more temperate learning environment. “We’ve installed air conditioning in half the school and added solar panels to reduce heat buildup,” he says. These improvements were driven by the realization that temperatures had reached 40°C (104°F) in some classrooms, making them “unbearable.” Despite these efforts, Conley still sees the need for further action, especially for students with special educational needs. “Those children are the most vulnerable,” he explains. “They become emotional, cry, or lose focus when the heat is too intense, and we often have to move them to cooler areas to prevent escalation.”

Everitt, who has also observed the effects of heat on children with mobility challenges, agrees. “Amelia, who uses a wheelchair, can’t easily reach a cooler part of the school,” she says. “It’s not just about discomfort—it’s about safety. Heat can trigger seizures or worsen existing conditions, making it harder for these students to concentrate or remain calm.” Her experience underscores the broader issue: while heat impacts all pupils, it disproportionately affects those with health vulnerabilities. “The school environment needs to be adapted to protect everyone, not just the able-bodied,” she adds.

Broader implications for education policy

Conley’s school is one of many highlighting the need for national investment in school infrastructure. “The government must seriously consider the long-term effects of our school buildings,” he says. “Many of them are outdated, and without modernizing, we’ll continue to struggle during heatwaves.” This sentiment is echoed by experts who stress that the current approach is reactive rather than proactive. “We’re dealing with symptoms, not the root cause,” says a representative from the TUC. “Schools are being asked to adapt without the necessary resources, putting both staff and students at risk.”

The CCC’s report serves as a critical reminder of the link between temperature and educational outcomes. It suggests that high indoor temperatures can reduce concentration, lower productivity, and increase the likelihood of health-related incidents. For example, in a classroom where temperatures soar, students may experience fatigue, irritability, or even heatstroke. Teachers, too, face challenges, as prolonged exposure to heat can lead to dehydration, dizziness, and reduced teaching effectiveness. The report calls for a systemic review of school design, including better insulation, ventilation systems, and shading solutions, to create environments that support learning regardless of weather conditions.

What’s next for schools?

While some schools have taken initiative to improve their facilities, others are still relying on temporary fixes. Poli’s school, for instance, has planted trees to provide natural shade, but the original 1990s building remains a challenge. “Windows facing west and dark tiles trap heat, making it impossible to cool down,” he says. “Even on days where temperatures are only in the mid-20s, we still face extreme conditions.” These observations highlight the complexity of the issue, as schools must balance cost-effective solutions with the need for immediate relief.

Everitt, who is working with a local charity to raise funds for better climate adaptation measures, believes the government must take a more decisive role. “We need more than just advice—we need funding for air conditioning, better insulation, and shaded areas,” she says. Her campaign reflects a growing movement among parents and educators to push for policy changes that prioritize student well-being. “The current system doesn’t account for the diverse needs of all children,” she argues. “It’s time to treat heat as a serious threat, not an inconvenience.”

As the debate continues, the question remains: how can schools ensure that all pupils are protected from the effects of rising temperatures? With the Climate Change Committee advocating for stricter guidelines and unions calling for legal frameworks, there is a clear push for systemic improvements. However, without significant investment and policy support, the risk to children and staff will persist. For now, schools are left navigating a delicate balance between keeping classrooms functional and safeguarding the health of their students. As Conley puts it, “We’re doing our best, but the problem is bigger than any one school. It’s about the future of our education system in a warming world.”