basic skills could provide insights into how different educational environments impact student outcomes. Such research could help identify best practices and policies that promote skill development across diverse school contexts. Furthermore, research could focus on howschool buildings can mitigate the adverse effects of temperature exposure on students’ basic skills, as discussed in chapter 5 of this dissertation. With regard to the adverse effects of temperature on students’ test scores, considerable further steps can be taken by future research. Future research could involve more long-term effects of temperature on students’ human capital development. The analyses in this dissertation focus on students’ performance at the day of the test. The question, however, arises whether these established negative effects of temperature on students’ skill proficiencies accumulate in the long-run. Several papers examine the effect of temperature exposure in the longer run (e.g., Garg et al., 2020; Graff Zivin et al., 2018, 2020; Park et al., 2020; Zhang et al., 2024). These papers, however, do not provide unequivocal evidence that heat exposure in the long run affects human capital development. Therefore, it is important to examine this long-run effect in a European context as well. Furthermore, we only consider the temperature on the test day. A day within a heat wave or one hot day within a colder period could have varying effects on student test scores. 147
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