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by Dr Konstantina Vasilakopoulou of RMIT and �鶹��madou ADA’s Professor Matt Santamouris has revealed that prolonged exposure to urban heat significantly impairs students’ cognitive performance, with vulnerable and low-income populations disproportionately affected.

Published in PLOS Climate, the systematic review analysed data from nearly 14.5 million students across 61 countries. The findings show that long-term exposure to elevated temperatures, particularly in school environments, reduces students’ ability to learn and retain knowledge, with complex tasks such as mathematics more affected than simpler ones like reading. It also increases mental health risks and contributes to broader educational inequalities.

The impact of high temperatures on students’ academic performance is pro­foundly significant, influencing their educational, intellectual, and professional achievements.

“This research highlights a critical and under-recognised consequence of climate change,” said Professor Santamouris from �鶹��madou’s School of Built Environment. “Heat stress doesn’t just impact physical health—it undermines educational equity and affects human potential.”

Key Findings

• Cognitive Decline: Sustained heat exposure over multiple school years leads to measurable declines in academic performance.
• Social Inequality: Students from low-income and minority backgrounds are up to three times more affected by heat-related learning loss.
• Global Disparities: Students in poorer countries experience significantly greater cognitive losses than those in wealthier nations.
• Future Risks: Without intervention, climate change could reduce student performance by up to 10% by 2050 in some regions.

Adaptation measures and their effectiveness

The review also examined adaptation strategies, including air conditioning (which could offset 73% of heat-related cognitive loss), improved ventilation, and urban cooling technologies. While these measures can mitigate cognitive losses, access remains uneven—particularly in disadvantaged communities.

“Cooling technologies must be made accessible to all students, not just those in affluent areas,” said Professor Santamouris. “Otherwise, climate change will continue to widen educational and social gaps.”

Policy implications

The authors call for urgent policy action to integrate climate resilience into educational infrastructure planning. This includes prioritising heat mitigation in school design, expanding access to cooling technologies, and supporting further research into the cognitive impacts of environmental stressors.

“This is not just an environmental issue—it’s an educational and social justice issue,” said Dr Vasilakopoulou. “We must act now to protect the learning potential of future generations.”