Heat affects learning: Evidence from Spanish autonomous regions

Abstract

This study examines the influence of temperature on Programme for International Student Assessment (PISA) scores in Spanish autonomous regions, using data from PISA and ERA-5 climate reanalysis. An econometric model is employed to explore the quasi-random variation in temperature, while accounting for differences across regions and years through fixed effects. The study reveals a non-linear relationship between temperature and PISA scores, particularly in Mathematics and Science. A notable negative effect of high temperatures (above 26.7°C) on the scores is identified. Specifically, each additional day with temperatures exceeding 26.7°C is associated with a decrease in Mathematics scores by 0.0016 and in Science scores by 0.0022. Conversely, Reading scores demonstrate no significant sensitivity to such extremes in temperature. Additionally, the study explores the cumulative impact of temperature over multiple years, revealing enduring effects on educational outcomes. For instance, over a three-year period, Mathematics scores show a cumulative negative impact of -0.0154 and Science of -0.0077. These findings emphasize temperature's notable influence on educational outcomes, highlighting the need for policy interventions against climate change's educational impact. The study enhances understanding of the complex interactions between temperature and education, offering valuable insights for educators and policymakers in addressing climate-related challenges in education.