Our schools were not designed to withstand extreme heat

Belgian schools are struggling to cope with rising temperatures, with classrooms frequently transforming into "furnaces" during heatwaves. Teachers and students face uncomfortable conditions due to outdated building designs that do not account for the impacts of climate change.

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On the one hand, we find relatively old school buildings, whose walls are built of massive masonry and where the classrooms are large, with high ceilings and large windows. On the other hand, we still find many school buildings that were built more recently, in the sixties or seventies in the form of containers. In both cases, these are buildings that are not insulated at all.

Architect Sophie Trachte highlights two main types of problematic school buildings. Older structures often feature large windows and massive masonry walls but lack essential solar protection and effective ventilation. More recent buildings, constructed in the 1960s and 70s, sometimes in a container style, suffer from poor insulation. In both cases, the buildings are ill-equipped to manage heat, leading to accumulation and retention of warmth.

Trachte explains that the overheating is a result of hot, sunny days combined with the heat generated by students. While ventilating by opening windows at night could help, classes are empty by the time the day's heat subsides. The absence of solar protection is a significant issue, and the thermal inertia of older buildings is undermined by inadequate insulation and ventilation solutions. Some schools even have windows that are difficult to open or close due to their age.

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In older buildings, with large windows, solar protection is non-existent. These are also buildings in which ventilation systems, mechanical or natural, are absent.

Beyond the buildings themselves, the design of schoolyards contributes to the problem. In urban centers, playgrounds are often small and heavily paved, intensifying the urban heat island effect. Trachte advocates for increased green spaces in these areas to help naturally cool the surrounding air. The report she authored details sustainable renovation strategies for school buildings.

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There are large inequalities between schools in this regard. In city centers, playgrounds are generally not very large and they are often heavily waterproofed, which reinforces the heat island phenomenon. To be able to naturally air-condition the ambient air around schools, we should start by greening the playgrounds more.