Chapter 5. Heat and Learning in a Moderate Climate: Temperature Effects on Primary School Students in the Netherlands year of Dutch school buildings and their energy label quality. This suggests that newer school buildings tend to be more energy-efficient, offering improved insulation against outdoor weather conditions and creating a more stable indoor environment for students. We divide our data into quartiles regarding the construction year of school buildings and group the second and third quartile. This results in three groups of school buildings: the oldest constructed between 1669-1968, the middle group constructed between 1969-2005, and the newest constructed between 2006-2022. We use these groups for our heterogeneity analysis. Figure 5.2 illustrates significant negative effects of temperature above 20 degrees Celsius on student performance compared to the reference category of 10-15 degree Celsius. The figure appears to show that these negative effects are more pronounced in older school buildings compared to newer ones. Although the figure visualizes that the point estimates differ in magnitude, the confidence intervals suggest that the effect of temperature on student performance does not significantly differ among old and more recent school buildings. 5.4.3 Potential mechanism: sleep disruption One possible mechanism behind the negative effects of heat on student performance is sleep disruption due to uncomfortable temperatures during the night before the test day, and its consequences on students’ well-being and energy level. Therefore, we perform a similar analysis as our baseline estimate but with the night temperature in the night before the test as independent variable. More specifically, we consider the minimum temperature between 10:00pm and 6:00am, at the mu128
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