Published Paper Details:

The increasing intensity of heat waves during summers and cold-wave conditions during winters has emerged as a serious challenge for school education systems in India. In Haryana, educational authorities frequently declare holidays or alter school timings to ensure the safety and well-being of students and staff. Although such measures provide immediate relief, repeated school closures raise important concerns regarding educational continuity, infrastructural preparedness, administrative efficiency, and policy sustainability. The present paper critically examines whether holiday declaration has become the only practical administrative response available to the Education Department during extreme weather conditions. The study adopts a theoretical and policy-oriented approach to analyze the relationship between climate change, educational governance, infrastructure, student welfare, and learning continuity in Haryana schools. The paper argues that repeated school closures are not merely climatic responses but indicators of deeper infrastructural and administrative limitations within the public education system. The study further proposes climate-resilient educational infrastructure, renewable energy integration, flexible academic planning, and adaptive governance mechanisms as long-term alternatives to repeated closures.