Children in England Confronting the “missing learning” caused by the intense heat and floods in the school, according to the search for the potential impact of the climate crisis on education.
School leaders and teachers said Scenals published by the Ministry of Education Made for dark reading and urge the ministers to move quickly to improve school elasticity.
Under one scenario, by 2050, high temperature levels will lead to more than eight days of missing learning as the classrooms become very hot for effective teaching, unless modifications such as improved ventilation are made.
The research also found that more than one in three secondary schools and one in every fifth of the introductory elections have a great danger of immersing buildings through the surface, river or sea water. The study identified a high risk as one of the 30 sections for floods each year.
“Even temperatures less than maximum levels can lead to” low learning ability over the typical academic year. “
The summary said: “In the long term, without implementing any adaptive measures, students can lose up to 12 days of learning on average, such as [the] As a result of more warmer temperatures, not only than intense heat.
“It is important to realize that these averages are based on emerging evidence, which only gives an indicative at this stage.”
Paul Whitman, Secretary -General of the National Association of the Fact Teachers, said that an immediate priority should be given to rebuilding and renewing the classrooms and buildings that have not been designed to deal with the harsh weather.
He said: “Children who feel heat or cold in the semester, or learning in unpopular buildings to deal with radical weather changes, may be exposed to dangerous health and safety risks, as well as the struggle to focus on their learning.
“Maintaining a safe school environment and care is very difficult without a stable climate. Work and investment are needed by governments to address climate change and support schools to prevent and reduce the effect of severe heat and floods, for example by investing in things like solar panels, improving ventilation and insulation, and standards to ensure building water.”
After promoting the newsletter
Daniel Keibidi, Secretary -General of the National Union of the Educational Union said: “These results make a dark reading, while highlighting the threats of learning from the harsh weather if our educational system does not become more flexible to the effect of climate change,” said Daniel Kebidi, Secretary -General of the National Union of the Educational Union.
“Climate change is already on us and schools should be able to withstand the effects of severe heat, as well as storms, floods and water scarcity.”
The study was published in the role of Stephen Morgan, Minister of Early Education, at the Bayron Elementary School in Bradford, which is part of the 4.6 million pounds of experimental schools in DFE.
A government spokesman said: “Climate change represents a global issue, and we are taking measures to understand the impact on education and prevent the disruption of learning. As part of our plan for change, it includes the 10 -year infrastructure strategy from 20 billion pounds to 2034 to 2034 to approximately 500 schools that have been identified in the future.
