Blazing Classroom Temperatures Turn Up the Heat on Student Learning Difficulties

Angela Girol, a veteran fourth-grade teacher in Pittsburgh, has witnessed her classroom climate changing for the worse over the past two decades. She notes how the rising temperatures — sometimes reaching 90 degrees Fahrenheit in her un-air-conditioned classroom — are taking a toll on her students. The effects range from dehydration and dizziness to more time spent in the nurse’s office.

Efforts to keep students hydrated by allowing water bottles on desks have introduced new disruptions. “They’re constantly filling up water bottles, so I have to give them breaks during the day for that. And then everyone has to go to the bathroom all the time,” Girol explained. This, she says, results in a significant loss of instruction time.

The rising heat in schools has caught the attention of policymakers and researchers alike. The Center for American Progress, a left-leaning think tank, published a report on the issue last week, and the Federation of American Scientists followed suit with their own report in April. Policy analyst Allie Schneider from the Center for American Progress highlights the age of school infrastructure as a key problem, noting that many buildings are nearly 50 years old and were not designed to handle current climate conditions.

In April, the U.S. Environmental Protection Agency also published a report detailing the heightened risk children face from extreme heat. Children struggle with thermo-regulation more than adults, making them more susceptible to heat-related illnesses. Kevin Toolan, a sixth-grade teacher in Long Island, emphasizes that monitoring heat safety has become just as important as teaching. “Those children don’t know how to handle it,” he said.

Toolan tries to keep his classroom cool by turning off the lights, but this causes students to become lethargic and sleepy. In some instances, schools have had to cancel classes due to soaring temperatures. Data shows that higher temperatures correlate with increased rates of absenteeism, particularly among low-income students, and negatively impact learning outcomes.

Security concerns have further exacerbated the problem, ruling out ventilation options like open doors and windows. “Teachers report leaving with migraines or signs of heat exhaustion,” said Toolan. “At 100 degrees, it is very uncomfortable. Your clothes are stuck to you.”

The Center for American Progress and other advocacy groups are calling for federal guidelines to help schools and child care centers manage the heat. Some states already have temperature standards, such as California and Maryland, while others like Florida mandate reduced outdoor activities on high-heat days. Schneider believes federal standards are crucial for uniformity and effectiveness.

In June, 23 health and education advocacy organizations sent a letter to the Department of Education, urging it to provide more resources and guidance on dealing with high temperatures in schools. Their recommendations include devising heat management plans, improving HVAC systems, and disseminating information on heat hazards to school districts.

According to the Center for American Progress, roughly 36,000 schools nationwide lack adequate HVAC systems. By 2025, upgrading these systems is estimated to cost around $4.4 billion. Some states are taking proactive measures: the New York State Legislature passed a bill in June requiring schools to adopt basic heat mitigation strategies and cancel classes if room temperatures hit 88 degrees.

Teachers are also advocating for change at the local level. Toolan, president of the Patchogue-Medford Congress of Teachers, secured funds for HVAC upgrades in his district through a bond vote. Girol, running for a state representative seat in Pennsylvania, aims to secure funding for public school improvements, including air-conditioning. “Part of the reason climate is so important to me is because of this issue,” she said. “I see how it’s negatively affecting my students.”