Recent heatwaves across the UK have led to the closure or reduced opening hours of over 1,000 schools, causing significant disruption for parents and sparking debate about the impact on children's resilience and education.
Many parents have reported receiving late-notice school closures, disrupting work schedules and childcare arrangements. For single parents or those without extensive support networks, these closures have presented particular challenges. One parent, described as 'Sarah', received notification on a Monday afternoon that her son's primary school, lacking air conditioning, would close from midday Tuesday until Friday. This forced her to travel to her parents' home in the suburbs, adding travel time and stress to her week.
Another parent had to take holiday leave to be home with her primary school-aged children. She noted that the prospect of working in an air-conditioned office had been a rare positive anticipation for her week, highlighting the irony of being sent home into the heat.
Some private schools have offered optional half-days, which some parents view as effectively compulsory and inconvenient, given full-day work commitments. These schools have stated their decisions prioritize the well-being of pupils and staff.
However, questions are being raised about whether school closures genuinely enhance pupil well-being. While acknowledging the dangers of extreme heat for vulnerable individuals, the argument is made that most healthy children can cope with higher temperatures with basic precautions like hydration and sun protection. Concerns are also raised that frequent school closures may erode children's resilience, making them less able to cope with challenging conditions. The structure and safety provided by schools are also cited as important, even during heatwaves.
In France, where similar temperatures have occurred, there have been tragic drownings in unsupervised swimming areas, with many victims being young people. This has led to concerns about unsupervised children during school closures.
Furthermore, the issue of school refusal, or Emotionally-Based School Avoidance (ESBA), is highlighted as a growing problem, exacerbated by the pandemic and lockdowns, which increased childhood anxiety and diminished coping abilities. The increase in 'severely absent' pupils, defined as missing over 50% of classes, has risen significantly. For parents of children with ESBA, school closures can make the task of encouraging attendance even more difficult, sending a message that school is optional.
Some schools have begun to cancel classes for older students during periods of extreme heat. One parent shared her frustration that her daughter, in year eight, would not receive the same time off as older students, leading to an unfairness debate within the family.
The argument that children are not learning effectively in extreme heat and that it is unfair to teachers is countered by questions about other professions, such as healthcare workers, who must continue working in high temperatures without air conditioning. The broader lesson for children, it is suggested, is whether opting out of responsibilities when conditions become difficult is an acceptable approach.
Given the increasing likelihood of future heatwaves, there is a call for schools to adapt rather than close. Prioritizing air conditioning in classrooms is suggested, with advice sought from countries like Spain, where only 1% of public schools are air-conditioned. While Spain has longer summer holidays to avoid peak temperatures, this presents its own set of challenges for working parents. Ultimately, there is a push for contingency plans beyond closures, advocating for schools to remain open regardless of the weather for the sake of children's continued education and development.