As the weather changes, it affects students in one way or another, and the repercussions brought about by these changes can have influence; this includes finances, health, academic performance and et cetera. The weather in Rwanda is dry season from mid-June to September. Whereas October and April are characterised by heavy rains, and the months from November to February are humid. A number of educators, researchers and childcare professionals highlight that different weather circumstances can bring about certain changes in the students’ aptitudes. Dry season Gaston Nsabimana, the Dean of Studies of College Saint Andre, expresses worries of how the dry season tremendously affects students’ performance. “During the dry season, they lose concentration due to the high temperature. You always find them sleepy, and when they have had leguminous foods, it becomes worse because their bodies are weakened and they are not able to concentrate,” Nsabimana says. He explains that the excessive heat from June to September creates a poor learning environment. “You can find them sweating in class among, other things, so learners are not able to support this high level of temperature, they always get tired easily and it negatively affects their learning environment,” he says. Rainy season During the rainy season, according to Mariette Mabukwe, a language teacher at FAWE Girls School, day school students suffer the most. “When there is rain, students are late to or from school. They are also wet during class time making them too uncomfortable to follow the instructor,” she says. She adds that the unpunctuality factor can sometimes lead to absentia which affects the student’s performance, citing that even teachers are affected by lateness or absence because they do not live in the school premises. This dampness in class, she adds, might lead to frustration and inability to concentrate, but in that case, students are urged to carry a sweater to stay warm. Lessons during this period are also hindered. “It is not easy to teach amidst storms and thunder, so we tend to use summaries or find other activities that do not require talking,” she adds. December to February is characterised by a humid climate favourable to the learning environment of students as it enables them to concentrate. Mary Braxwell, a University of California researcher, conducted a survey to check whether a hotter-than-average school year can actually reduce the rate of learning. In his dissertation, he states that when the weather is inhospitable outside and students are unable to burn off excess energy during break times, they may be less able to focus on lessons. “This is particularly noticeable with younger children who have a decreased ability to sit still for extended periods of time. The benefit of physical exercise to brain function should be put in consideration here, and proves that it can affect students’ performance,” reads the dissertation in part. “When it’s storming outside students spend more time looking out the window than watching the teacher,” among other things he highlighted in his research. The new school calendar Educators who talked to Career&Skills express gratitude regarding the new school calendar which has put in consideration the above factors. “We applaud the move because it will help us as educators, because students will spend the months with negatively impactful weather changes at home,” says Nsabimana. “It has been implemented in efforts to curb the spread of Covid-19, but we hope to move on with this calendar,” he adds. The new school calendar says that the academic year will end in June and commence the next one in September.
