Two days before the sweltering July Fourth weekend, Martina Meijer, a New York City elementary teacher who occasionally substitutes over the summer, covered a class. The city’s summer school program had just begun and that day temperatures reached 100 degrees Fahrenheit.
“Even though the AC was on, it wasn’t working very well. There was no programming, no schedule, no plans shared.”
- Martina Meijer, a New York City elementary teacher
For four hours straight, Meijer and her students remained in the classroom. The stifling heat drained their energy, leaving them lethargic and making it difficult to focus. When she called the main office to ask if she could take them to the gym or outside for recess, school officials told her the weather was too hazardous, she said. They instructed her to stay in the classroom and give her class of 15 students indoor movement activities — commonly known as “brain breaks” — by following YouTube tutorials.
While many school districts prioritize placing students and staff in schools with air conditioning during summer programming, the blistering temperatures around the country sometimes mean it’s not enough. Problems like malfunctioning air conditioners still persist, and cooling systems have their limits during periods of intense heat like this July’s heat dome.
Climate change is increasingly testing the limits of how summer programs — when students take part in enrichment activities or remediation — can ensure academic needs are met while keeping students safe from the blazing heat.
Federal regulations that would protect workers like teachers from heat illnesses by mandating water breaks, rest periods, and areas to cool off have stalled for the foreseeable future.
In recent weeks, schools in major cities and rural communities alike have had to end classes early, close, or completely restructure daily activities.
Kristen Hengtgen, the project manager of UndauntedK12, a national organization committed to reducing carbon emissions in K-12 schools, said that many educators rely on temporary or improvised solutions whenever possible.
“Smaller things that we are seeing now, like moving indoors, moving to air‑conditioned spaces, having hydration breaks and cooling periods when temperatures are unsafe, flexible scheduling, doing stuff earlier in the day — I think that will continue to happen,”
- Kristen Hengtgen, the project manager of UndauntedK12
When classrooms become overheated or outdoor recess gets canceled, students struggle to focus and learn. Excessive heat impairs cognitive performance, putting students who need extra academic support during the summer at an even greater disadvantage.
“A lot of the kids in summer school may already be having academic challenges. Asking them to catch up with their learning in very suboptimal learning conditions, when it’s too hot to learn, is not going to help so much.”
- Elizabeth Bechard, public health manager at Moms Clean Air Force, an environmental advocacy group dedicated to protecting children from the effects of climate change.
Children are especially vulnerable to heat-related illnesses compared to adults. This is because their thermal regulation systems are still developing. They tend to sweat less and breathe faster, Bechard said. And for those without air-conditioning at home, the risks are higher for both their physical well-being and their ability to learn effectively.
“If students are going to schools that don’t have air-conditioning, and then coming home to homes that also don’t have air-conditioning, there’s no chance for the body to really rest and recover,” said Bechard.
On the last day of school in early June, the Philadelphia School District dismissed students early at 52 insufficiently air-conditioned schools due to extreme heat.
“When the mercury climbs above 85-90 degrees, we either send students home early or move those schools to virtual days,” said Tony Watlington Sr., the superintendent of the School District of Philadelphia.
Teachers are also trained to ensure children aren’t exposed to conditions that could lead to dehydration or heatstroke, he said.
“Our teachers do a really good job of using professional judgment and not having kids out in 90‑degree heat with that sun barreling down on what we sometimes refer to as concrete deserts,” Watlington said.
Without professional training or clear guidelines, however, some families worry about leaving critical heat safety decisions up to teachers.
In late June, parents in Virginia’s Alexandria City Public Schools received an advisory letter outlining precautions for staff during an anticipated heat wave, when experts warned the heat index could reach 112 degrees. School officials urged staff to restrict outdoor activities and remain vigilant for signs of heat exhaustion.
“I feel like it’s a mix of mostly saying the right things, but it’s also dependent on the discretion of various adults,” said one parent, who requested anonymity to maintain her privacy. “We have no idea what level of training they have — like, ‘Be aware of the signs of heat exhaustion and heatstroke’ is great, but how do we know people are?”
Higher temperatures are also sparking and intensifying the frequency of wildfires.
In mid July, Canadian wildfires clogged the skies with a thick haze of smoke, forcing programs like Summer Rising in New York City to move all outdoor activities for thousands of students inside.
While periodic indoor movement breaks keep students engaged throughout the day, they fall short of helping them release energy or recharge in the way outdoor play provides.
Research shows that recess improves academic outcomes, social development, and emotional regulation. If students can’t expend their energy outdoors, it can hinder their development.
“There’s this horrible chicken-or-egg situation that teachers have, which is: Kids really need to get out and run around, especially younger kids,” said V. Kelly Turner, a heat researcher and professor at UCLA Luskin School of Public Affairs. “If they don’t get their energy out outside, they can’t focus on their schoolwork inside. But if they’re outside roasting, then they can’t focus inside, either.”
Nathan Cruz, a parent whose 6-year-old daughter attends Sharp Avenue Elementary School in Los Angeles, feels the weight of this predicament.
“Sometimes [the kids] forget to drink water, could get dehydrated, and there’s been conditions, like nosebleeds,” said Cruz.
On especially grueling days during the school year, when temperatures climb to triple digits, Cruz said children in the after-school program remain inside the school’s auditorium.
“It’s a lot of kids and it gets tight,” said Cruz. “It can be a challenge because you can’t keep them indoors every day, even though the weather could be over 95 degrees for over two to three weeks at a time.”