In the 1990s, I taught at a small school in rural Missouri with a population of around 1,200. Unless it was winter, those classrooms were unbearably hot. I’m not sure if the high school lacked funds for air-conditioning or if it was simply deemed less important than new football jerseys, but the only relief we had was cracking a window and hoping for a breeze. Although the academic year began around fall, my classroom felt more like late June, engulfed in the suffocating heat of a sticky Missouri summer.
The administration was aware that they were placing both teachers and students in untenable situations. They provided a few strategies to cope with the heat:
- Fans: Lugging a box fan from home only pushed hot air and sweat around the room.
- Water bottles: While students could bring water jugs to stay hydrated, this was soon curtailed due to concerns that some might sneak in alcohol instead. They preferred students to faint from heat rather than inebriation.
- Principal’s office: Ironically, the only cool space was the principal’s office. Students and teachers often found excuses to retreat there, if only to escape the heat. It was crucial for the printer to operate effectively, but wouldn’t a comfortable environment be essential for learning too?
Eventually, the administration resorted to sending students and staff home early. This was welcome for those fortunate enough to have air-conditioning at home, but it also meant losing valuable instructional time. It raised the question: how much learning was sacrificed every time the temperature soared?
When it comes to actual learning in those sweltering conditions, there was very little to report. Concentration was nearly impossible, and both students and staff felt like lifeless puddles, struggling to absorb information.
While my personal experience may not seem compelling, research supports the claim that extreme heat hinders learning. A study spanning 14 years established a direct link between elevated classroom temperatures and decreased cognitive performance. Goodman et al. found that for every degree Fahrenheit increase in temperature leading up to exams, student achievement dropped the equivalent of 1% of a year’s learning. This impact was even more pronounced for low-income and minority students, where a single degree could triple the negative effects on their academic performance.
Tulsa University’s Indoor Air Program examined the issue differently, discovering that reductions in temperature from 78 to 67 degrees led to improved scores in math, reading, and science. Thus, maintaining proper classroom ventilation and temperature could elevate students’ test scores beyond state standards.
Standardized tests may not capture the full scope of academic success, but teachers on the ground witness firsthand how oppressive heat can stifle learning. The New York State Union of Teachers has encouraged educators and parents to share their “heat stories,” and the feedback is telling. One North Rockland teacher recounted classroom temperatures nearing 100°F, resulting in lethargic students suffering from headaches and dehydration. Another teacher from Hyde Park described a suffocating atmosphere, where students appeared glazed over, unable to focus amid the humidity.
It’s been recognized for years that inadequate sleep and poor nutrition adversely affect educational outcomes. Isn’t it logical that extreme heat would have a similar impact? Do we really need research or testimonials to affirm that an uncomfortable environment hampers cognitive function?
Ultimately, school boards face a choice: invest in effective cooling systems or continue to boil our students’ brains. Let’s hope they choose wisely.
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Summary
Stifling heat in classrooms significantly disrupts learning and cognitive function. Research underscores the detrimental effects of high temperatures on student performance, particularly among low-income and minority groups. Teachers report severe impacts on concentration and well-being, highlighting the urgent need for effective cooling solutions in schools.