Many schools and districts plan to or already use outdoor learning spaces when the weather is warm. As temperatures rise it is important to ensure that students and teachers are comfortable and protected from direct sun and excess heat. Hydration is key, along with avoiding surfaces that intensify heat, finding shade and breezes, and being sure everyone has the right clothing and gear for the weather.  

For more ideas for planning in all weather conditions see Outdoor Learning in All Types of Weather, Strategies for Managing Cold Weather, and Outdoor Teaching Strategies.

Shelter from the sun and some greenery can make outdoor learning, even in paved space, more comfortable on a hot day.

This seldom used space is protected and convenient for outdoor learning but hard paved surfaces make it seem uninviting. Transformation is easier than you might think!

By adding an outdoor carpet, overhead shade, and some natural seating this paved space becomes a comfortable outdoor classroom.

When classes are conducted outside in temperatures above 70°F consider the following:

Be mindful of surfaces. Heat radiating from unshaded walls and ground surfaces can increase the air temperature significantly. Outdoor classrooms sited on or near asphalt, concrete, stone, brick, rubber, or artificial turf can be significantly hotter than those on or near natural surfaces like lawn, wood chips, soil, shrubs, or planted beds.

Choose shade. Select locations that are naturally sheltered from direct sun, such as the north side of a building or under the shade of a tree.  If shade is lacking on your campus, see below for ways to add it.

Find the breeze. Situate learning spaces to make best use of natural wind currents. Study your campus with a mind to understanding the air flow. Higher elevations and spots between buildings are more likely to be breezy. Do not add walls to a shade structure in a hot location because walls impede airflow, increasing heat and the risk of COVID-19 transmission. 

Change your schedule. Consider adjusting class schedules so that outdoor learning can take place during the cooler hours of the day. This is particularly important for physical education classes and other classes that require movement. 

Remedy the impacts of inequity. Under-resourced schools tend to be most affected by excess heat. When grounds are paved with a lot of asphalt and have few trees, the urban heat island effect is increased and ambient temperatures are raised. Prioritize these schools when choices of where to direct funding must be made. 

Gear And clothing for students and teachers

In hot weather, everyone should have appropriate clothes and supplies to help them stay cool.

Shorts and short-sleeved shirts, preferably light-colored, loose-fitting clothes made of fabrics that breathe

Sun hats with brim

Sunglasses or other eye protection

Hairstyles that keep hair off students’ necks in order to help them stay cooler (e.g., ponytails, braids) 

Cooling neck wraps (e.g., bandana wet with ice water, gel neck wrap)

Sunscreen and insect repellent that is applied at home before school and again at snack and lunch breaks

Refillable individual water bottles — preferably insulated to keep drinks cool — can either brought from home or provided by the school

Handheld misters or spray bottles (Note that the effectiveness of wet masks against COVID-19 is reportedly lower than that of dry masks so replace masks if they become wet.)

Portable seating that allows an outdoor classroom to adapt to the changing position of the sun. Options include individual stadium-style seat cushions, personal picnic blankets or beach towels, half of a yoga mat, and folding chairs. See Seating and Work Surfaces for more ideas.

Storage for extra clothing and gear — each student should have a backpack, bucket, or bin to store clothing and gear when not in use.

Be sure every student and teacher has a reusable water bottle and access to cool water for refilling.

Children know that rain is magical. The right clothing means it’s ok to be outside when the weather is wet.

outside in Rain and mud

In rainy weather and on muddy days it is helpful to have additional clothing and gear.

Light rain jacket

Rain boots which should not be insulated like snow boots.

Rain pants or rain suit

Umbrellas for travel between covered outdoor classroom and bathroom or building 

Tarps to protect fragile things like straw bale seating and white boards and to cover the ground for student seating

Sheltered nearby storage within the outdoor classroom for things needed throughout the day including hooks or racks for backpacks and materials. See Storage and Supplies

Long term storage near outdoor classrooms to hold seating, tarps, and other equipment when not in use

Circulation, Hydration, and Evaporation 

Plan for regular hydration. Provide each outdoor learning area with access to a water source or an insulated cooler with cold water so students can refill their water bottles and re-wet their neck wraps regularly.

Add fans and coolers. Moving and pre-cooled air will make outdoor learning on hot days much more comfortable. Provide outdoor fans on poles, in event tents, or set on the ground. Portable outdoor evaporative coolers are helpful for cooling the area under a shelter. Be sure mounted devices are anchored or braced for stability and follow electrical safety and code requirements.

Consider misters. A layer of moisture on skin and clothing can be incredibly refreshing on a hot day. Purchase or build large-scale misters using PVC piping, hoses, and irrigation fittings. A free guide to a DIY mister can be found here. When installing misters, consider the cost and scarcity of water in your location. Remember to replace face masks when they become wet.

A hot weather comfort kit can be as simple as a wet bandana for your neck, a spray bottle for misting, an insulated water bottle, and a battery operated fan, or electric if an outlet is available.

This grove of shade trees beside a parking lot invites outdoor learning on a sunny day.

Shade Trees

Know what you have on your campus. Identify existing shady areas and planted spaces on the school grounds that can accommodate an outdoor classroom. To plan for outdoor learning beneath shade trees, first map the location, size, number, and, if possible, species of shade trees on your school grounds. The Campus Assessment Tool can help with this.

Inspect and care for your trees. Hire an arborist to inspect the health of the trees in your outdoor learning spaces and to check for low, protruding, dead, or unstable branches that must be removed before students can sit under a tree. Many school districts already work with a local arborist. If you do not have access to an arborist through your school, the Arbor Day Foundation’s website is a good source for finding a local arborist to assess your school’s trees.

Plant for the future. Planting trees is a long term investment in cooling your campus, cleaning the air, absorbing stormwater, and providing habitat for beneficial wildlife. Research tells us that just having a view out the classroom window to trees reduces stress and can even raise test scores. Planting trees is always a good idea.

Use Existing shade

Find the shade that is available on campus already. School buildings and existing structures may provide shade at different times of the day and the year. In the Northern Hemisphere, the north side of buildings generally provides shade except at midday. Covered walkways and entries as well as existing playground shade structures can be used for outdoor learning at times of the day when they aren’t needed for other purposes.

Keep foot-traffic patterns in mind and avoid obstructing transition spaces and emergency egress routes, particularly when creating learning spaces under sheltered walkways and near school entrances.  When an outdoor classroom is located near a school building, consider whether adjacent indoor classrooms will be disturbed by the noise, especially when windows are open. 

A covered entrance may be busy at arrival and departure times, but otherwise can easily be used by a small group with portable mats or seats.

Create Simple Shade

Provide individual shade umbrellas for each student or cluster of students.

Use outdoor fabric. Install shade sails, camouflage netting, and tarps for quick shade  where there are suitable places to anchor them. Options for hanging might include existing buildings, existing fences or posts, or specially installed frames. Consider wind conditions and be sure what you choose can be adequately secured*. 

Construct frames to support vines. Simple trellises and arbors covered with deciduous vines — fast-growing annuals or deciduous perennial vines — provide dappled leafy shade in the growing season but allow the sun to shine through in winter. An arbor can be built over seating areas and remain a permanent fixture of the school grounds. Vines can also add to the sensory enjoyment of the space with flowers, fragrance or fruit. (See Regional-Specific Planting Plans for ideas.)

*Note that constructing any substantial overhead structure may require approval from your school district. Always follow local building codes and school district requirements. 

See Shade and Shelter for more ideas.

When funding permits longer term solutions

If budget allows, you may want to consider adapting your schoolyard to support a long term commitment to comfortable outdoor learning.

Construct permanent outdoor pavilions that may include seating and  work surfaces for students and teachers. 

Install permanent awnings along the building to provide shade.

Replace an exterior wall of each classroom with movable barn doors, garage doors, or sliding glass doors in order to allow for indoor-outdoor learning spaces.

School district facilities and maintenance departments have established design guidelines and protocols they use to determine the best types of infrastructure for their schools. Be sure to collaborate with your school or district before developing or installing any outdoor infrastructure for your school. If your district’s guidelines don’t include outdoor learning spaces, share resources such as this National Outdoor Learning Library.

All shade structures, shelters, and other significant infrastructure should comply with local and national guidelines and regulations. Consult licensed landscape architects, architects, and engineers as needed.

Floor to ceiling sliding glass panels can transform this classroom into an open air learning space.

When air quality declines, schools may need to shift to indoors or online, as in this photo during the 2020 California wildfires.

What to Watch Out For

Keep in mind that shade does not reduce heat as effectively in humid climates as it does in arid climates. Understand the heat index. 

Air quality can decrease on hot days and may pose a risk to people with underlying health conditions. For example, urban areas are more likely to experience unhealthy ozone levels on hot days, and wildfires, such as the fires in the western United States during fall 2020, can diminish air quality significantly. Monitor the air quality in your region and follow local health guidance about when it’s best to come inside.

Some medical conditions can be exacerbated by exposure to high outdoor temperatures. Ask parents to notify the school if their child might be particularly sensitive to heat so that all health precautions may be followed. Coordinate with school nurses or other health professionals.

See Inclusive Design for Outdoor Spaces and Spaces That Support Children with Allergies.

When extreme heat is forecast or when shade and cooling strategies cannot alleviate heat, move to a Plan B area that is indoors or online until the weather cools. Follow local health guidance for recommendations about which temperatures require classes to move inside or online. 

This map shows average summer temperatures with the heat index. Heat index is how hot it feels to the body when air temperature and relative humidity are combined.

Credits

This article was written and edited by Sydney Belyayev, Big Green; Michelle Byron, Our Backyard; Naomi Stern, San Mateo County Office of Education; Kathy Provenzano, Davis Elementary School, Austin Independent School District; Tahereh Sheerazie, EnrichLA; Donnan Stoicovy, State College Friends School; Nancy Striniste, MLD, EarlySpace, LLC; and Evan "Ash" Young, Vermont Wilderness School. It was reviewed by Eric M. Cherry, MS, Hexagon Environmental; Sarah Gill, MPP; Christina Vassallo, MSN, FNP-BC.

Map created by Sarah Gill, MPP. 2021. Mapping and information based on data from Global Modeling and Assimilation Office (GMAO), Goddard Earth Sciences Data and Information Services Center (GES DISC), and Google Maps.