Rising Temperatures Impair Student Learning, Studies Show
Extreme heat during the school year is linked to lower academic performance, including reduced scores on standardized tests. Both single hot days and cumulative heat exposure over a year have negative effects. Researchers point to physiological strain as a likely cause.
The July 2026 systematic review synthesized findings from 14 international studies, including four conducted in the United States, all pointing to a consistent link between elevated temperatures and diminished test performance across math, science, and reading. One notable analysis tracked roughly 10 million American students taking the PSAT between 2001 and 2014, revealing that individuals scored lower during school years marked by more hot days compared with cooler ones.
Researchers attribute these declines primarily to physiological strain and thermal discomfort, which impair focus and cognitive function. Air conditioning appears to be a powerful countermeasure: schools with full cooling systems experienced roughly one-fifth the learning loss of uncooled buildings. However, infrastructure gaps persist—New York City's 2017 "AC for All" program left about 20 percent of classrooms without functioning units by 2025.
This research could carry significant implications for educational equity, as schools in historically cooler regions—the Northeast and Pacific Northwest—are least prepared for rising temperatures. Students in under-resourced districts without air conditioning may face widening achievement gaps during increasingly hot school years. Policymakers and administrators may need to weigh cooling infrastructure costs against long-term academic outcomes, potentially reshaping school calendars or building standards as climate conditions continue to evolve.