Guildford Living Lab engages over 360 students in climate action through Heat-Cool initiative
In June and July 2024, researchers from the University of Surrey’s Global Centre for Clean Air Research (GCARE), led by Dr Jeetendra Sahani and PhD researcher Coskun Ayvaz, visited seven schools across the southeast of England. These schools, located in Guildford, Knaphill, and Portsmouth, participated in the Heat-Cool initiative, a hands-on educational programme aimed at raising climate awareness among children in Years 5 and 6.
The schools involved in the programme included Guildford High School, Burpham Primary School, Weyfield Primary Academy, Royal Grammar Prep School, Boxgrove Primary School, Arundel Court Primary School and Knaphill Junior School. Across 12 sessions, about 360 students explored how green-blue-grey infrastructure (GBGI) can make their school environments more resilient to climate change, particularly during heatwaves and periods of heat stress.
One of the most engaging parts of the programme was the use of thermal cameras, which allowed students to capture images of their school's grey (concrete) and green-blue (natural) infrastructure. By noting the temperature differences between these areas, students gained a firsthand understanding of the cooling benefits that green-blue spaces offer.
"Students were particularly excited by the thermal camera activity," said Dr Sahani. "Even if we are able to change a tiny fraction of students' behaviour toward sustainability, we're making an impact. Change starts with us, and even the smallest step is a step forward."
The students also watched educational videos on climate change and GCARE’s research on urban greenery, after which they were tasked with identifying GBGI solutions for their own school grounds. In groups of five, they selected from a list of 51 possible solutions, broadly classified into 10 categories, such as rain gardens and green roofs. These solutions, aimed at enhancing resilience to heatwaves, also offer additional benefits like flood control, air pollution reduction, and improved mental well-being.
The input gathered from students will help inform future planning for school refurbishments. Their preferences can assist local councils and governing bodies in integrating greener spaces into school designs, making education environments more climate-friendly.
“The programme is innovative in teaching climate science to students who are the future of our planet,” said one headteacher. “It's crucial to make them aware of climate change and to encourage them to take action in their daily lives."
In addition to the hands-on activities, the students' knowledge was assessed through quizzes conducted before and after the programme. The results showed a marked improvement, with students answering more questions correctly after participating in the initiative, indicating the success of the Heat-Cool programme.
Coskun, a key researcher in the programme, emphasised the importance of these initiatives in building climate resilience. "Empowering students with knowledge at this age is vital for shaping a sustainable future," he said. "Their enthusiasm and engagement demonstrate that even young minds are ready to contribute to tackling climate challenges."
Supported by funding from the GreenCities and Reclaim projects, the Heat-Cool initiative represents a vital step in climate education. Professor Prashant Kumar, Director of GCARE, remarked, "Programs like Heat-Cool not only equip students with essential knowledge but also foster a generation that is conscious of and proactive about environmental issues."
The programme was delivered with the assistance of Steph from Zero Carbon Guildford, who played a key role in coordinating with schools. The GCARE team hopes to continue the initiative, with plans to adapt it to different seasons in the coming years.