SynthesisThe Journal of school health2026
Climate, Classrooms, and Children: A Systematic Review of Temperature-Related Impacts on Academic Performance.
Synthesis in The Journal of school health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundClimate 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.
methodsThis 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.
findingsFourteen 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.
conclusionTemperature-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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.