When children are sitting in class during the summer months and the heat is almost unbearable, it is no longer simply a matter of comfort. Heatwaves are becoming increasingly common in Switzerland and are posing growing challenges for schools. Overheated classrooms not only impair concentration but can also have health implications. Parents are therefore increasingly asking themselves: under what conditions are our children actually learning?
In fact, many school buildings are still inadequately equipped to cope with high temperatures. Large windows without sufficient shading, poor insulation or a lack of ways to cool the buildings down at night mean that the rooms heat up significantly as early as the morning.
Heat puts a strain on the circulatory system, leads to exhaustion more quickly and reduces one's ability to take in information. Studying becomes more tiring.
In the afternoon, temperatures in classrooms often reach levels that make it almost impossible to concentrate on work. Measurements taken at various schools show that the commonly recommended limit of 26 degrees is regularly exceeded – in some cases, peak temperatures of over 40 degrees have even been recorded.
This has direct consequences for children and young people . Heat puts a strain on the circulatory system, leads to exhaustion more quickly and reduces the ability to take in information. Learning becomes more tiring, mistakes become more frequent and behaviour changes too. What many parents recognise from everyday life – whingeing, tired or unfocused children on hot days – is all the more true in the classroom.
No binding rules
Added to this is a legal grey area: whilst there are recommendations for a healthy indoor environment, binding limit values for schools are largely lacking as yet. The basic principle is that teachers are entitled to a safe workplace and children to a learning environment that protects their health. At present, however, the implementation of heat protection measures depends heavily on individual cantons or municipalities – resulting in varying conditions.
The Swiss Teachers’ Federation (LCH) is therefore calling for a change in approach. Instead of short-term stopgap measures, long-term solutions and clear rules are needed. A key proposal is the introduction of mandatory temperature limits for classrooms. An upper limit of 26 degrees is recommended as a guideline for regular lessons. If this limit is exceeded, a graduated set of measures should be implemented – ranging from adjusted timetables to organisational changes to school operations.
It is particularly important to protect vulnerable groups. Younger children, young people with health problems and pregnant teaching staff are more sensitive to heat and require specific support. Schools and the authorities have a responsibility to provide appropriate solutions in this regard.
What measures are required
But how can school buildings be made «heat-resistant» in the first place? Experts rely primarily on so-called passive measures. These include external shading systems, green roofs and façades, and tree-lined areas on the school grounds. Targeted night-time ventilation can also help to cool buildings down. Such approaches are particularly sustainable, as they do not require any additional energy consumption.
If these measures are not sufficient, technical support may also be required. Modern cooling systems powered by renewable energy offer a useful addition here. It is important, however, that they operate efficiently and are environmentally friendly.
Adapting school buildings to climate change requires investment in refurbishment, new builds or technical equipment.
Another key factor lies in the systematic monitoring of conditions on the ground. Schools should regularly measure temperature, humidity and air quality. This data not only helps to highlight problems, but also enables targeted improvements to be implemented. For parents, transparency can be a crucial factor in this regard: those who know the conditions under which lessons take place are better able to get involved and stay in touch with the school.
Last but not least, there is the question of funding. Adapting school buildings to climate change requires investment – for example, in refurbishments, new builds or technical equipment. The professional association is therefore calling for targeted funding schemes that ease the burden on local authorities and enable long-term solutions.
A long-term trend
What does this mean in practical terms for families? Parents can remain vigilant and get in touch with the school if they feel that the heat in the classroom is becoming a problem. At the same time, it's worth making sure children are well prepared on hot days – with plenty of water, light clothing and, if necessary, sun protection for their journey to school.
One thing is clear: rising temperatures are not a temporary phenomenon, but a trend to which the education system must also adapt. To ensure that children can continue to learn effectively in the future, we need safe, healthy and climate-adapted classrooms. Just as with heating during the cold winter months, protection from the heat is not a luxury, but a fundamental prerequisite for educational success and well-being.
