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A multi-dimensional approach to thermal resilience for UK schools: quantifying cognitive, comfort and heat strain impacts due to overheating

A multi-dimensional approach to thermal resilience for UK schools: quantifying cognitive, comfort and heat strain impacts due to overheating
A multi-dimensional approach to thermal resilience for UK schools: quantifying cognitive, comfort and heat strain impacts due to overheating
Overheating in school buildings poses a significant threat to pupils’ learning attainment, comfort and health, a risk expected to intensify with climate change. This study conducted a regional, building stock-scale assessment for Hampshire, United Kingdom, encompassing over 500 maintained schools and nearly 9,000 classrooms. Representative schools (10 buildings, 60 classrooms) were selected from a high-resolution inventory and monitored from 2022 to 2023. Six heatwave events were recorded during monitoring, including record temperatures in 2022. Overheating risk was quantified in the buildings using three metrics: cognitive performance, adaptive comfort based on BB101 guidelines and heat strain based on Gagge’s model. The risk criteria were then incorporated into an interpretable data-driven workflow using classroom data, building stock inventory data, and climate projections. This method is used to estimate classroom-level overheating risk and thermal resilience across Hampshire schools. A medium-to-high impact on cognitive function is projected in 66% of classrooms at present, rising to 92% (the large majority of classrooms without air conditioning) by 2050 without targeted interventions. By 2050, heat strain is expected to increase from 6% to 10% of classrooms and BB101 thermal comfort limits exceedance from 50% to 76%. Overheating risk is highest in lightweight, single-sided naturally ventilated classrooms like SCOLA with high glazing ratios and limited solar control. The transferable workflow developed can bridge strategic school-estate planning for local authorities and national overheating risk mitigation and adaptation policy.
Climate change impacts, Cognitive performance, Interpretability, Overheating risk, School buildings, Thermal comfort, Thermal resilience
0378-7788
Manfren, Massimiliano
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James, Patrick
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Chater, Michael
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Jackson, Colin
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Aragon, Victoria
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Azadeh, Montazami
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Gauthier, Stephanie
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Teli, Despoina
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Quinn, Beverley
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Kalsi, Karam
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Hough, Samuel
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Thomas, Carys
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Partington, James
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Jarrett, Jay
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Manfren, Massimiliano
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James, Patrick
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Chater, Michael
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Jackson, Colin
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Aragon, Victoria
f2a397a1-9d24-4f68-8f22-cc3270761d82
Azadeh, Montazami
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Gauthier, Stephanie
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Teli, Despoina
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Quinn, Beverley
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Kalsi, Karam
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Hough, Samuel
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Thomas, Carys
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Partington, James
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Jarrett, Jay
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Manfren, Massimiliano, James, Patrick, Chater, Michael, Jackson, Colin, Aragon, Victoria, Azadeh, Montazami, Gauthier, Stephanie, Teli, Despoina, Quinn, Beverley, Kalsi, Karam, Hough, Samuel, Thomas, Carys, Partington, James and Jarrett, Jay (2026) A multi-dimensional approach to thermal resilience for UK schools: quantifying cognitive, comfort and heat strain impacts due to overheating. Energy and Buildings, 358, [117164]. (doi:10.1016/j.enbuild.2026.117164).

Record type: Article

Abstract

Overheating in school buildings poses a significant threat to pupils’ learning attainment, comfort and health, a risk expected to intensify with climate change. This study conducted a regional, building stock-scale assessment for Hampshire, United Kingdom, encompassing over 500 maintained schools and nearly 9,000 classrooms. Representative schools (10 buildings, 60 classrooms) were selected from a high-resolution inventory and monitored from 2022 to 2023. Six heatwave events were recorded during monitoring, including record temperatures in 2022. Overheating risk was quantified in the buildings using three metrics: cognitive performance, adaptive comfort based on BB101 guidelines and heat strain based on Gagge’s model. The risk criteria were then incorporated into an interpretable data-driven workflow using classroom data, building stock inventory data, and climate projections. This method is used to estimate classroom-level overheating risk and thermal resilience across Hampshire schools. A medium-to-high impact on cognitive function is projected in 66% of classrooms at present, rising to 92% (the large majority of classrooms without air conditioning) by 2050 without targeted interventions. By 2050, heat strain is expected to increase from 6% to 10% of classrooms and BB101 thermal comfort limits exceedance from 50% to 76%. Overheating risk is highest in lightweight, single-sided naturally ventilated classrooms like SCOLA with high glazing ratios and limited solar control. The transferable workflow developed can bridge strategic school-estate planning for local authorities and national overheating risk mitigation and adaptation policy.

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Accepted/In Press date: 26 February 2026
Published date: 2 March 2026
Additional Information: Publisher Copyright: © 2026 .
Keywords: Climate change impacts, Cognitive performance, Interpretability, Overheating risk, School buildings, Thermal comfort, Thermal resilience

Identifiers

Local EPrints ID: 510106
URI: http://eprints.soton.ac.uk/id/eprint/510106
ISSN: 0378-7788
PURE UUID: e89da821-e9ff-4788-b33b-0beb57ab1b8f
ORCID for Massimiliano Manfren: ORCID iD orcid.org/0000-0003-1438-970X
ORCID for Patrick James: ORCID iD orcid.org/0000-0002-2694-7054
ORCID for Victoria Aragon: ORCID iD orcid.org/0000-0002-6175-9454
ORCID for Stephanie Gauthier: ORCID iD orcid.org/0000-0002-1720-1736
ORCID for Karam Kalsi: ORCID iD orcid.org/0009-0004-4201-2429

Catalogue record

Date deposited: 17 Mar 2026 18:02
Last modified: 18 Mar 2026 03:12

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Contributors

Author: Patrick James ORCID iD
Author: Michael Chater
Author: Colin Jackson
Author: Victoria Aragon ORCID iD
Author: Montazami Azadeh
Author: Despoina Teli
Author: Beverley Quinn
Author: Karam Kalsi ORCID iD
Author: Samuel Hough
Author: Carys Thomas
Author: James Partington
Author: Jay Jarrett

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