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When heat shapes learning before school: What a major cross-national study means for ECEC practice
Fiona Alston
Jan 15, 2026
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Heat management in early childhood services is usually framed as a health and safety issue, sun protection, hydration, rest, and reducing the risk of heat illness. New research suggests it may also be a learning and development issue, with unusually high temperatures linked to lower rates of being “developmentally on track” for some foundational skills in the preschool years.
A multinational analysis of 19,607 children aged three and four across six countries found that children exposed to average maximum temperatures above 32°C were less likely to be developmentally on track, with the strongest effects seen in literacy and numeracy milestones.The research, published in the Journal of Child Psychology and Psychiatry, analysed early childhood development outcomes for children in Georgia, The Gambia, Madagascar, Malawi, Sierra Leone and the State of Palestine, drawing on Multiple Indicator Cluster Surveys (MICS) data collected between 2017 and 2020.
Children’s development was measured using the Early Childhood Development Index (ECDI), a standard indicator of whether children are on track across multiple domains. Researchers combined ECDI results with climate data (ERA5-Land) to estimate each child’s exposure to monthly maximum temperatures from birth to the time of assessment.
Across the sample, exposure to higher average maximum temperatures was associated with a lower likelihood of being developmentally on track.
The strongest association was reported in literacy and numeracy: children exposed to average maximum temperatures above 30°C were around 5% to 6.7% less likely to meet basic milestones in these domains compared with children exposed to lower temperatures (below 26°C) within the same region and season.
Importantly, impacts were not evenly distributed. Larger negative associations were reported among children in economically disadvantaged households, in urban areas, and those with less access to adequate water and sanitation.
The study design is observational, so it cannot confirm cause and effect. The authors call for further research into mechanisms and protective factors.
Australia is already experiencing more frequent and intense heat events, and ECEC services are often among the first settings where heat’s impact on children’s comfort, sleep, engagement and behaviour becomes visible.
For service leaders, the value in this study is not a reason to “academicise” heat. It is a prompt to treat hot conditions as a whole-day, whole-service risk, one that can affect children’s capacity to participate and learn, not just their immediate physical safety.
This connects directly to expectations under the National Quality Standard:
- Quality Area 2 (Children’s health and safety) supports services to manage foreseeable risks and protect children’s wellbeing.
- Quality Area 3 (Physical environment) includes guidance that indoor temperatures should be maintained at levels that keep children visibly comfortable, noting that children are more likely to show distress in high temperatures.
Queensland’s sector guidance similarly emphasises proactive planning for high temperatures to keep children safe during outdoor play.
Most services already have sun protection policies. The emerging issue is whether heat response is strong enough to cover learning conditions as well as sun exposure.
These adjustments are within normal ECEC scope and align with existing expectations:
1) Treat hot days as “modified program” days
Heat plans often focus on hats and sunscreen. Consider building a clear trigger for program change, earlier outdoor play, shorter active blocks, more water breaks, and calmer indoor experiences when heat peaks.
2) Strengthen indoor comfort, especially for sleep and rest periods
Thermal comfort is not optional. Monitor room temperatures, airflow and bedding choices, and ensure rest spaces remain comfortable for children who are more heat-sensitive. The Guide to the NQF highlights the importance of maintaining indoor temperatures that keep children visibly comfortable.
3) Plan hydration like a learning resource
In hot weather, water access needs to be effortless and frequent (not only at set mealtimes). Position drink stations where children can independently access them and embed water breaks into transitions.
4) Reduce heat load in outdoor environments
Shade quality matters. ACECQA’s sun protection guidelines emphasise reducing UV and preventing burns from sun-heated surfaces. Consider surface temperatures (rubber matting, slides, metal fixtures) and adjust outdoor zones accordingly.
5) Use a “vulnerability lens” in hot weather planning
The study found stronger associations for children experiencing disadvantage and limited water/sanitation access. In Australian contexts, vulnerability may show up differently, crowded housing, limited cooling at home, long travel distances, or health needs. Build extra support for children who arrive tired, overheated, or unsettled.
6) Pair sun protection with heat protection
SunSmart guidance supports services to meet duty of care and OHS obligations around UV risk reduction. Heat protection sits alongside this: clothing choices, activity intensity, shaded play and timing.
7) Support educator safety too
Heat affects staff capacity and decision-making. Safe Work Australia provides guidance on managing heat risks for workers, including access to cool water, rest breaks and monitoring for heat-related illness.
This research reinforces a simple operational truth: children learn best when they are comfortable, regulated and well supported. In a warming climate, heat planning is no longer only about avoiding harm, it is about protecting children’s capacity to participate in learning and development, especially for those already facing disadvantage.
Read the full research article here.
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