By Raju Kumar
The impact of natural disasters, climate crises and environmental changes is never experienced equally across society. Children, women and economically vulnerable communities often bear the greatest burden of such crises. For children, rising temperatures are not merely a matter of seasonal discomfort; they directly affect their health, education, mental development and future. Climate change and extreme heat, therefore, can no longer be viewed only through an environmental lens. They must also be understood as critical child rights and child development concerns.
Over the past few years, the nature of summer in India has been changing rapidly. Heatwaves are lasting longer, temperatures are breaking new records, and normal life has been disrupted across both urban and rural areas. According to the India Meteorological Department’s (IMD) Annual Climate Statement 2025, 2024 was India’s warmest year on record since 1901. The decade from 2016 to 2025 has also been recorded as the warmest ever. The greatest concern is that the impact of this growing climate crisis is falling most heavily on the generation that represents India’s future.
Against this backdrop, CRY – Child Rights and You recently conducted a rapid assessment titled Feeling the Heat: Children’s Voices on Heat, Well-Being and Learning in India. Conducted during May and June 2026, the assessment gathered responses from 3,096 school-going children aged 10–17 years across 27 States and Union Territories. The assessment is significant because it seeks to understand the impact of rising temperatures through children’s own voices and lived experiences.
The findings reveal that extreme heat is increasingly becoming an education crisis for children. As many as 88 percent of the respondents felt that this year’s summer was hotter than previous years. Nearly 68 percent reported missing school or routine activities because of heat-related distress, while 76 percent said the heat had made it difficult for them to concentrate on their studies. A 17-year-old girl from Jharkhand shared, “On a particularly hot day, I found it difficult to concentrate at school because the temperature was extremely high.
The classroom felt warm and uncomfortable, and I became tired more quickly than usual. During lessons, it was hard to focus on what the teacher was explaining, and I felt thirsty.” Nearly half the children identified the afternoon as the most difficult part of the day, while 45 percent said school hours were particularly uncomfortable. These findings suggest that rising temperatures are affecting both children’s ability to learn and their regular participation in education.
The impact of extreme heat extends far beyond the classroom. Nearly 63 percent of the children reported dehydration, 51 percent suffered headaches, and 44 percent experienced extreme fatigue. More than half said frequent power interruptions or overheated living spaces disrupted their daily lives, while nearly one in three reported water shortages.
The assessment also makes it clear that the burden of extreme heat is not shared equally. Around 71 percent of children from families dependent on daily-wage or manual labour reported severe heat-related distress, compared with 46 percent from other households. These findings show how climate change deepens existing social and economic inequalities, with children from economically vulnerable families facing the greatest risks.
The impact of extreme heat extends to families as well. Nearly 59 percent of children said rising temperatures had made work more difficult for their parents, while 58 percent noticed changes in their parents’ mood or behaviour. An 11-year-old girl from Delhi said, “My father became very ill because of the heat and couldn’t go to work that day. We couldn’t buy vegetables or milk. I stayed home to care for him.” These experiences show that the consequences of extreme heat go far beyond children themselves, affecting household livelihoods and family well-being.
Commenting on the findings, Puja Marwaha, CEO, CRY – Child Rights and You, said, “The most valuable aspect of this rapid assessment is that it places children’s voices at the centre of the conversation on climate change. While temperature records tell us how hot it is becoming, children tell us what that heat is impacting their lives – how it affects their learning, health, and overall well-being.”
“It’s also important to note that children are not only speaking about themselves. They are telling us about the pressures they see their parents facing, the struggles within their homes, and the simple changes they believe would make life safer during extreme heat. These are immensely valuable insights that policymakers should pay close attention to while strengthening Heat Action Plans and climate adaptation strategies.”
The assessment also shows that children have clear and practical ideas about solutions. They called for earlier school timings during heatwaves, classrooms with functioning fans, access to safe drinking water, more shaded public spaces and greater understanding from adults when heat affects their ability to learn. Many children also said, “Please don’t scold us when we cannot concentrate because of the heat.” Another child suggested, “Change school timings during very hot days so children don’t have to walk home in the afternoon heat.” These voices underline that responding to extreme heat requires not only large-scale policy interventions but also simple, practical measures at the local level.
Addressing extreme heat is no longer only an environmental imperative; it is equally about protecting children’s futures. The challenge is particularly severe for children from economically vulnerable families. Strengthening Heat Action Plans and climate adaptation strategies by placing children’s needs and lived experiences at the centre is no longer optional—it is an urgent necessity. (IPA Service)
