University of Surrey Heat-Cool Program Empowers Children as Climate Detectives

As U.K. schools grapple with increasingly frequent heatwaves, a new approach is putting the tools of climate science directly into the hands of primary school pupils. By using handheld thermal imaging technology, students are moving beyond passive classroom learning to become climate detectives, actively mapping how heat impacts their own environments and proposing practical, nature-based interventions.

The Heat-Cool Program: Turning Pupils into Researchers

The Heat-Cool program, developed by Professor Prashant Kumar of the University of Surrey’s Global Center for Clean Air Research (GCARE), recently engaged more than 500 children across seven schools in the South East. During two-hour workshops, these students used thermal cameras to capture over 1,700 images, analyzing how various surfaces—from asphalt to grass—retain heat.

The data collected by the pupils revealed a clear trend: natural, water-based, and engineered green infrastructure typically maintained temperatures one to three degrees cooler than surrounding areas. Dr. Jeetendra Sahani, a postgraduate research student involved in the study, noted that the process allowed children to see the tangible benefits of green spaces firsthand, moving them from theoretical understanding to active environmental design.

Playground Infrastructure and the ‘Ring of Fire’

The urgency of the Heat-Cool program is underscored by recent data regarding the state of school grounds. According to the nature charity WWF, many playgrounds have been converted from natural surfaces into heat-absorbent materials like asphalt, astroturf, and rubber crumb. These surfaces create a ring of fire effect, significantly exacerbating the heat experienced by students and staff during summer months.

The impact on the school day is significant. A recent poll cited by WWF found that 63% of primary school teachers were forced to keep children indoors during breaks or lunch due to extreme heat, while 97% reported making changes to how they utilize outdoor space. With temperatures in parts of London reaching 36°C (97°F) in June, the need for structural adaptation has moved to the forefront of educational policy.

Integrating Nature-Based Solutions into School Policy

Both research and advocacy groups are pushing for a shift toward nature-based infrastructure. While the University of Surrey program encourages students to design solutions like green roofs and rain gardens, the WWF is simultaneously running a pilot scheme called Happy By Nature. This program is currently funding 20 nature-depleted schools to work with the organization Learning Through Landscapes to transform their grounds.

Rosalind Mist, engagement programmes director at WWF-UK, emphasized the dual benefit of these transformations. Adding more natural surfaces, plants and trees will help cool playgrounds, with the added benefits that nature brings to pupils all year round, including boosting their mental wellbeing, Mist said. These interventions align with current Department for Education guidelines, which suggest that synthetic surfaces should be kept away from school buildings and that schools should prioritize planting near structures to mitigate overheating risks.

As climate scientists warn that record-breaking heatwaves are likely to remain a feature of the U.K. summer, the integration of student-led citizen science and large-scale infrastructure changes remains the primary path forward for keeping schools functional and safe.