Advances in Research

This study evaluated the effects of temperature-related environmental stress on attention, learning performance and attendance among ADHD learners in selected special units and inclusive schools in Chipata District, Eastern Province, Zambia. Specifically, the study sought to assess the extent to which fluctuating thermal conditions affect classroom attentiveness, examine the relationship between heat-stress classroom environments and learning performance, determine how temperature-related school climate changes correlate with absenteeism, and propose school-based interventions for reducing thermal discomfort among learners with ADHD. The study employed a mixed-methods cross-sectional research design. Quantitative data were collected from 28 respondents comprising teachers, parents/guardians and school administrators from selected special units and inclusive schools. Qualitative data were obtained through open-ended responses to explore participants’ experiences and suggested interventions. Quantitative data were analysed using descriptive statistics, Cronbach’s alpha reliability analysis, Pearson and Spearman correlation analysis, and simple linear regression. Qualitative responses were analysed thematically to identify recurring intervention strategies. The reliability analysis showed strong internal consistency across the study scales, with Cronbach’s alpha coefficients ranging from 0.706 to 0.981, confirming the suitability of the measurement instruments for statistical analysis. Descriptive findings indicated that respondents perceived thermal discomfort as a notable challenge, with academic impairment recording the highest mean score (M = 3.763, SD = 0.836) followed by attention difficulties (M = 3.561, SD = 1.198). Regression findings revealed that thermal conditions significantly predicted attention difficulties among ADHD learners, explaining 29.5% of the variance in attention outcomes (R² = .295, F(1, 26) = 9.06, p = .006). Thermal conditions also significantly predicted academic impairment, accounting for 38.7% of the variance (R² = .387, F(1, 26) = 11.98, p = .002). The strongest relationship was observed between thermal conditions and absenteeism, where thermal burden explained 58.0% of the variance in attendance-related outcomes (R² = .580, F(1, 26) = 33.66, p = .001). Although thermal conditions showed a positive relationship with hyperactivity, the regression model did not reach statistical significance (p = .089). The qualitative findings supported the quantitative results by indicating that excessive heat contributes to learner distraction, fatigue, reduced concentration, incomplete classroom tasks and discomfort. Respondents identified several practical interventions, including improved classroom ventilation (53.6%), access to drinking water/hydration (46.4%), cooling breaks (42.9%), use of fans or cooling systems (32.1%), flexible teaching approaches (25.0%) and shaded learning spaces (21.4%). The study concludes that temperature-related environmental stress is an important factor influencing educational experiences among learners with ADHD. Thermal discomfort is associated with reduced attention, poorer learning performance and increased absenteeism. The study recommends that schools strengthen classroom ventilation, provide hydration and cooling opportunities, adopt flexible teaching strategies during hot periods, improve climate-responsive infrastructure and develop school-based thermal comfort guidelines to support vulnerable learners.