Climate, Classrooms, and Children: A Systematic Review of Temperature-Related Impacts on Academic Performance.

BACKGROUND

Climate change is increasing children's exposure to extreme temperatures, yet evidence on how both hot and cold temperatures affect academic outcomes in school-aged populations remains limited. This review synthesized studies of temperature and academic performance in primary and secondary school students.

METHODS

This systematic review followed PRISMA guidelines. The PubMed, ERIC (Education Resources Information Center), PsycINFO, CINAHL, EconLit, Scopus, and Web of Science databases were searched for English-language, peer-reviewed observational studies published from January 1, 2007, to December 31, 2025. The Climate Health ANalysis Grading Evaluation tool was used for quality appraisal.

FINDINGS: Fourteen studies (one global, four USA, two Australia, seven other countries) met inclusion criteria. Across indoor and outdoor studies, hotter temperatures were generally associated with poorer academic outcomes. Limited evidence also suggested adverse effects of colder temperatures. Several studies identified greater vulnerability among students from lower-income communities and racially marginalized groups.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools should invest in climate-resilient infrastructure, including cooling, ventilation, and insulation, and prioritize adaptation resources.

CONCLUSION

Temperature-related school environmental conditions are an important and potentially modifiable influence on academic performance and may contribute to educational inequities, underscoring the need for climate-adaptive learning environments.