Teachers’ Perspectives on Climate Change Effects on Foundation Phase Learners’ Behaviour and Learning

Technical Summary: Teachers' Perspectives on Climate Change Effects on Foundation Phase Learners' Behaviour and Learning

Problem Statement
Climate change presents a significant, often overlooked challenge to education systems, particularly affecting young children in the Foundation Phase (Grades R–3). While global literature acknowledges that extreme weather patterns (heat, cold, floods, droughts) impact health and infrastructure, there is a scarcity of empirical data regarding how these conditions specifically influence the behaviour and academic performance of early-grade learners in the South African context. Teachers in Graaff-Reinet, Eastern Cape, have observed anecdotal patterns where extreme heat induces lethargy and reduced focus, while cold or overcast conditions correlate with restlessness and disruptive behaviour. However, these observations lack systematic investigation. The study addresses the gap in understanding the direct relationship between climate variability, learner conduct, and academic achievement, noting that environmental discomfort exacerbates existing educational challenges such as overcrowding, poverty, and inadequate infrastructure.

Methodology
This research employed a qualitative case study design grounded in the interpretivist paradigm. The study was situated in Graaff-Reinet, a town in the Eastern Cape known for its extreme seasonal temperature variations (hot summers and cold winters).

• Participants: The study involved three Grade 3 teachers from three different primary schools (two Quintile 3 and one Quintile 5) selected via convenience sampling. These teachers were chosen for their regular interaction with Foundation Phase learners and their ability to detect behavioural and academic shifts.
• Theoretical Framework: The study was guided by two theories:
  1. Theory of Planned Behaviour (TPB): Used to analyze how learners' attitudes, subjective norms, and perceived behavioural control influence their responses to changing climatic conditions.
  2. Social Change Theory (SCT): Used to examine the collective responses of teachers, schools, and communities to climate-related disruptions and the role of social structures in mitigating these effects.
• Data Collection: Data was gathered over a period covering different seasons using three methods:
  1. Face-to-face interviews: To capture teachers' personal experiences, perceptions, and attitudes.
  2. Non-participant classroom observations: Researchers observed learners in natural settings to note behavioural changes without interfering.
  3. Document analysis: Teachers completed daily checklists for one month per season, recording learner behaviour and academic performance twice daily.
• Data Analysis: Thematic analysis was conducted following a six-step process (familiarisation, coding, generating themes, reviewing themes, defining themes, and writing up). Triangulation was used to ensure credibility and trustworthiness.

Key Findings
The study identified three primary themes regarding the impact of climate change on the classroom environment:

1. Weather-Dependent Learner Behaviour:

   • Extreme Heat: Temperatures exceeding 33°C (and particularly above 37°C) were consistently linked to lethargy, dehydration, reduced concentration, and increased aggression, particularly among male learners. Girls were observed to become more talkative but less focused.
   • Cold and Overcast Conditions: These conditions led to restlessness, disruptive behaviour, and slower work completion. Learners struggled to stay seated and focused, often looking out windows or engaging in off-task chatter.
   • Optimal Conditions: Moderate temperatures (approximately 22°C–25°C) were associated with calmness, improved focus, and better academic engagement.
   • Gender Differences: Boys were reported to exhibit higher levels of aggression and physical disruption during extreme weather, while girls displayed more verbal restlessness or withdrawal.

2. Teacher Adaptation Strategies:

   • Teachers were forced to deviate from standard curricula to manage weather-induced disruptions.
   • Indoor Brain Breaks: When outdoor breaks were impossible due to weather, teachers implemented indoor movement activities (e.g., stretching, dancing, puzzles) to help learners release energy and regain focus.
   • Flexible Pacing: Teachers shortened lessons, broke tasks into smaller segments, and utilized interactive, movement-based learning to maintain engagement.
   • Emotional Regulation: Strategies included creating "rainy day boxes" and fostering inclusive classroom environments to manage emotional distress caused by environmental discomfort.

3. Interconnected Challenges:

   • Infrastructure and Resources: Climate change exacerbates existing infrastructural deficits. Water shortages prevented learners from washing uniforms, leading to absenteeism. Load shedding (power outages) and poor ventilation made classrooms uncomfortable.
   • Absenteeism: Extreme weather led to increased absenteeism due to illness, lack of appropriate clothing, or the need for learners to assist households with water collection or recovery from weather events.
   • Instructional Time Loss: Teachers reported significant loss of instructional time due to managing disruptive behaviour, reteaching concepts missed due to poor focus, and dealing with high absenteeism rates.

Key Contributions

• Contextual Evidence: The study provides rare empirical evidence from South Africa linking specific weather conditions to behavioural and academic outcomes in the Foundation Phase, moving beyond anecdotal evidence.
• Gendered Perspectives: It highlights distinct behavioural responses between male and female learners under stress from climate variability.
• Pedagogical Adaptation: It documents the specific, on-the-ground strategies teachers employ to mitigate climate impacts, offering a practical baseline for professional development.
• Systemic Insight: The research illustrates how climate change acts as a multiplier for existing socio-economic and infrastructural inequalities in education, creating a compounding effect on learner performance.

Significance and Claims
The authors claim that this study contributes to the limited literature on climate change and early childhood education in South Africa. The significance of the findings lies in the assertion that climate change is not merely an environmental issue but a critical pedagogical and psychosocial challenge.

• For Practice: The study argues that teachers require professional development focused on climate-responsive classroom management and adaptive instructional strategies.
• For Policy: It calls for enhanced school infrastructure (e.g., better ventilation, water security) and contingency planning for extreme weather events to ensure continuity of learning.
• For Stakeholders: The research emphasizes the need for a shift in mindset among educators and policymakers to recognize environmental factors as direct determinants of academic success.

The paper concludes that while teachers can adapt their methods to some extent, the persistent and compounding nature of these challenges necessitates broader institutional and systemic support to protect the learning environment of vulnerable young learners.