in the effect of temperature on student test scores, which is not surprising given the established relationship between temperature and sleep (e.g., Minor et al., 2022; Obradovich et al., 2017). Furthermore, this chapter provides suggestive evidence on heterogeneity in the effect of temperature on student test scores regarding the construction year of the school building. We find that the negative effects on student test scores are more pronounced in older school buildings compared to newer ones. This suggests that policies regarding school buildings could play a role in reducing the adverse effects of outdoor temperatures on student test scores, with some schools potentially having a greater need for systems like HVAC than others. Further research could focus on identifying specific building characteristics linked to these needs. While previous literature on the effects of temperature on student test scores in Europe was lacking, this chapter shows adverse effects of extreme temperatures on primary school students’ reading and math test scores; even in relatively mild climates such as in the Netherlands. This finding is a warning signal for policymakers that, even in Europe and its mild climate, attention should be devoted to the effects of temperature extremes on test scores. The prospect of further global warming, and hence an increase in extreme weather conditions, demonstrates the need for policymakers to initiate dialogues with stakeholders on how to mitigate and/or address these adverse effects. 135
RkJQdWJsaXNoZXIy MjY0ODMw