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Extreme Heat Adaptation in UK Schools: Education Policy and Practice

Author

Listed:
  • Lynda Dunlop

    (Lynda Dunlop, Department of Education, University of York Science Education Group, York YO10 5DD, UK. E-mail: lynda.dunlop@york.ac.uk)

  • Maria Turkenburg-Van Diepen

    (Maria Turkenburg-van Diepen, Department of Education, University of York Science Education Group, York, UK)

  • Paul Hudson

    (Paul Hudson, Department of Environment and Geography, University of York, UK)

Abstract

Heatwaves are increasing in duration and frequency as a result of anthropogenic climate change. Extreme heat has an impact on health and education, even in cooler climates, but little is known about how UK schools are adapting. The study draws on a survey of publicly available policies from 85 schools and survey responses from staff in 179 schools to understand the psychological and situational barriers and enablers to extreme heat adaptation. We find that adaptation is hindered by perceptions of threat, knowledge of actions that can be taken, agency of school staff linked to leadership and policy, and the quality of the school estate and infrastructure. We argue that climate adaptation education for school leaders is needed to raise an awareness of extreme heat risks and protective actions, to develop policies with and for communities, and to advocate for political actions to reduce vulnerability to climate change and bring about a more sustainable school sector.

Suggested Citation

  • Lynda Dunlop & Maria Turkenburg-Van Diepen & Paul Hudson, 2026. "Extreme Heat Adaptation in UK Schools: Education Policy and Practice," Journal of Education for Sustainable Development, , vol. 20(1), pages 5-23, March.
    • Handle: RePEc:sae:jousus:v:20:y:2026:i:1:p:5-23
    DOI: 10.1177/09734082261423612
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