By JC Bowman
There was a time when returning to school followed a familiar rhythm. Summer was winding down. Families were buying school supplies. Teachers were preparing classrooms. Children were savoring those final days before the alarm clock returned.
Today, in much of Tennessee, school is already in session even though summer is still very much with us. That raises a question we should be willing to ask without turning it into another political argument: Does Tennessee need to reconsider when the school year begins? The answer is not necessarily yes for every district, but the question deserves serious consideration.
Extreme heat is no longer an occasional inconvenience. This August, dangerous heat has blanketed parts of Tennessee, with heat reaching triple digits in some communities. Schools have had to consider early dismissals, virtual learning, modified outdoor activities including recess, band and athletics, and other precautions. We should not wait for a crisis to assess whether our calendar makes sense.
Tennessee’s move toward earlier school starts was not irrational. There were good reasons. Schools wanted more instructional time before spring testing. Educators wanted to address summer “learning loss.” Districts sought greater scheduling flexibility. Tennessee also followed other southern states in starting school earlier than the traditional post-Labor Day calendar.
But policies created for one set of circumstances should not become permanent simply because they are familiar. Tradition is not a substitute for sound public policy. The question is not whether children can survive an August school day. They can. The question is whether we are creating unnecessary challenges for students, educators, families, and school systems when alternatives may exist.
Consider the practical realities.
An aging air-conditioning system can struggle under sustained August heat. A classroom that cannot maintain a reasonable temperature is not an environment conducive to learning. Districts may face electricity costs that exceed projections as cooling systems operate continuously. A school bus without air conditioning can become uncomfortable—and potentially unsafe—during a prolonged heat event.
Then some students walk to school or wait outside for transportation. The school day does not begin when a child enters the classroom, nor does it end when the final bell rings.
We should also consider how extreme heat affects learning. Research shows that excessive heat can impair concentration and cognitive performance. That matters because our goal isn’t merely to have children physically present in school buildings. We want them to be able to learn when they are there.
Of course, moving the calendar is not a magic solution. A later start could push the school year into May or June, creating its own heat-related challenges. It could also interfere with summer jobs, family vacations, childcare arrangements, athletics, and other activities. Teachers and parents have legitimate concerns about changing a schedule that has become embedded in community life. There are also state testing and instructional requirements to consider.
That is why I am not advocating that Tennessee announces, “School starts after Labor Day.” We should do something more responsible: look at the data. How many school days are lost or shortened due to extreme heat? How often do HVAC systems fail? How much are districts spending on unexpected cooling costs? How many school buses lack air conditioning? How often are outdoor activities canceled or moved indoors?
And perhaps most importantly: What is the impact on student health, attendance and learning? Those questions deserve honest answers.
There are immediate steps districts can take without changing the calendar. Schools can prioritize HVAC repairs, modify outdoor schedules, set clear heat-index thresholds for activities, adjust transportation procedures, and use available flexibility when conditions become dangerous.
The state can help by providing targeted resources for HVAC modernization, energy efficiency, and improvements in school transportation.
We should also not dismiss balanced or year-round calendars. Some Tennessee districts already use alternative approaches. These models may not work everywhere, but they deserve consideration rather than rejection merely because they differ from what we have always done.
There is a broader principle at play. Education policy should be driven by students’ needs—not by nostalgia. We should be careful about changing the school calendar simply because temperatures are uncomfortable. But we should be equally careful not to refuse to consider change when circumstances have changed materially.
This is not about blaming educators, administrators, or school boards. They are working within the calendars and resources they have been given. In many cases, they are making difficult decisions among imperfect options. It is about recognizing that our children deserve safe and productive learning environments.
Tennessee has made tremendous investments in education. We have talked about teacher pay, academic achievement, workforce preparation, and improving outcomes. Those conversations matter. But none of those investments mean much if we overlook the physical conditions in which teaching and student learning occur.
The school calendar is not sacred. It is a tool. If it no longer serves students as well as it once did, we should be willing to examine it. We don’t need a statewide mandate. We don’t need another partisan fight. And we certainly don’t need politicians telling local communities what works best without listening to them.
What we need is a thoughtful, data-driven conversation among educators, parents, school leaders, transportation officials, and local boards. Perhaps the conclusion will be that Tennessee’s current calendar remains the best option. Perhaps some districts will conclude that a later start makes sense. Perhaps others will explore balanced calendars. The important thing is that we ask the question honestly, because there is nothing courageous about accepting preventable problems simply because they happen every August.
When circumstances change, responsible leaders dare to reexamine the assumptions underlying old decisions. Our children deserve nothing less.
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JC Bowman is the Executive Director of Professional Educators of Tennessee
Legal Notice: Permission to reprint this editorial in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited.
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