Extreme heat risk perceptions and readiness in schools

The increasing frequency and intensity of heatwaves poses significant challenges to schools, particularly in terms of ensuring the safety and well-being of pupils and staff. This paper investigates the perceptions of extreme heat risks and the readiness of schools to adapt to such conditions in the United Kingdom (UK), focusing on the experiences and viewpoints of schoolteachers and wider school staff. A survey was disseminated through multiple avenues to gather a diverse sample of teachers and school staff to assess the perceived impacts of heatwaves, their perceptions of the associated risks, and the measures currently in place to mitigate these effects. Findings reveal a degree of awareness regarding heat-related risks among school staff (e.g., heat risks, increased disruptive behaviour, worsening educational environment). Key adaptation measures include relaxation of uniform policies, increased hydration breaks, and the provision of shaded areas. However, these actions are mainly behavioural measures and very few building-level adaptation measures were implemented or planned. The sample overall reports a belief that the adaptation measures at their disposal can limit the risks associated with high temperatures, and that they could implement other measures, but that they are deemed to be too difficult/expensive to employ. The study underscores the urgent need for systemic support for adaptation education amongst school leaders and investment in sustainable adaptation strategies to enhance resilience against extreme heat in UK schools. Recommendations for policymakers and schools are provided to improve readiness and ensure a safer learning environment in the face of rising temperatures. • Schools remain largely unprepared for changing heatwave risk patterns. • Schools face institutional and policy barriers, resulting in maladaptive thinking. • Decision-making is perceived to be centralised, leading to preparedness gaps. • Formal heat action plans tend to be absent or have a low profile in schools. • Addressing heat in schools requires a shift from reactive to proactive action.