Despite increasing digitalization, a world without paper is unimaginable. A large part of mankind’s cultural heritage would not have survived without paper. This is why the restoration of this fragile organic material is so important. In our March issue (RESTAURO 2/2019), we focus on this important topic – and present a new restoration method from Japan. Because there they use […]

Despite increasing digitalization, a world without paper is unimaginable. A large part of mankind’s cultural heritage would not have survived without paper. The restoration of this fragile organic material is therefore of great importance. In Japan, people no longer use modern filler paper, but instead analyze the original paper and produce it by hand based on the results. Masaki Utsunomiya, Ph.D., from the University of Nara researched the theory and practice of this technique in his dissertation: it is called sukibame and has been continuously developed since 1998

Chamfering is a mechanical process that allows the restoration of large quantities of paper in a short time. This technique was developed in Europe, where paper is traditionally made from fine-fiber cotton or short-fiber wood pulp. During paper restoration, imperfections are filled with a fiber suspension. This method has been used in Europe since the beginning of the 20th century. This technique was also used for many books in Japan, where, in addition to replacing missing pieces of paper after restoration, a backing paper was usually attached to the reverse side. Unlike in Europe, mulberry bast, whose fibers are long and thick, was used extensively for paper production in Japan. The scientific study of old paper documents has shown a rapid development since around the year 2000. At the same time, the view prevailed that one of the aims of paper restoration should be to preserve the texture typical of Japanese paper in addition to repairing defects. However, if a backing paper is used, this changes the entire texture of the document, for example by altering the hardness.

The European method, in which defects would be replaced by new mulberry fibers, does not show satisfactory results here. In order to achieve textural equality between old and new material, a technique is required in which as much of the fibers as possible can do without backing paper and new material is used exclusively to fill defects. Together with Akinori Ogawa (Kochi Prefectural Paper Factory, formerly Kochi Prefectural Industrial Paper Technique Center), Tokuichi Taguro (Shubi Co., Ltd.) developed a new form of sukibame technique. Her attention was focused on a Japanese papermaking technique called Nagashizuki, in which the fibers are loosened during washing. With this technique, it is possible to produce restoration paper from long fibers such as those of the mulberry tree and at the same time rinse away excess fibers from all undamaged areas. This method, which was developed independently in Japan, is known as nagashi suki sukibame. Today, the majority of historical paper documents are restored using nagashi suki sukibame, shortened here to sukibame. The sukibame technique is mainly used for large quantities of mulberry paper, and its greatest advantage is the short time required.

You can read how sukibame was used for the restoration of paper documents from the Ii clan in Hikone in RESTAURO issue 2/2019 . You can also read the full article digitally as an ePaper.

Climate adaptation in schools and daycare centers is no longer a marginal issue, but a matter of survival for our cities and communities. Anyone who still designs educational buildings today the way they were in the 1990s risks not only heat-related deaths, but also a scorched-earth scenario for future generations. This is about far more than just sun protection: what’s needed are resilient, green, climate-active buildings—and the courage to radically question the status quo. Those who fail to act now will be left in the shadows of the future.

• Why climate adaptation of schools and daycare centers is becoming a core task for cities and communities
• What risks climate change poses to educational buildings—from heat to heavy rain
• How planners can design and build climate-resilient schools and daycare centers
• What role open-space design, greening, and material selection play in the microclimate
• How legal and financial frameworks influence implementation
• Examples from Germany, Austria, and Switzerland that set the standard
• Why participation, education, and governance are essential for resilience
• How digital tools, simulations, and data take planning to a new level
• Strategies for sustainably resilient educational buildings—from planning to operation

Climate Adaptation as a Mandate: Why Schools and Daycare Centers Must Become Resilient Now

The challenges of climate change have long been a tangible reality for schools and daycare centers in Germany, Austria, and Switzerland. What was considered a grim forecast just ten years ago is now a daily reality in urban educational landscapes: hot summers, heavy rains, storm gusts, and periods of drought are the new norm. Children and adolescents are particularly vulnerable, as they must learn and play in buildings that are poorly ventilated, overheated, or at risk of water ingress. The health risks range from concentration problems and circulatory strain to asthma, allergies, and even life-threatening situations during extreme weather. Adapting schools and daycare centers to changing climate conditions is therefore not a voluntary, additional task, but a core responsibility for municipalities, planners, and operators.

The evidence is overwhelming: Studies show that academic performance drops significantly on hot days, absenteeism rises, and educational opportunities are severely limited. Added to this is structural damage caused by heavy rain or high temperatures, which threatens the integrity of many existing educational buildings. A typical 1970s school building with a flat roof, concrete facade, and unshaded schoolyard quickly becomes an urban heat island—a place where no one wants to stay voluntarily. The consequences range from skyrocketing energy costs for cooling and rising maintenance expenses to complete loss of usability.

But the responsibility doesn’t end at the building’s facade. Schools and daycare centers are also social hubs that shape neighborhoods and influence entire districts. Their management of water, green spaces, and climate has an impact far beyond their own property lines. Those who plan innovatively in this area can generate positive effects for biodiversity, the urban climate, and social resilience. Conversely, those who fail to act on climate adaptation drag the entire surrounding area down with them. The importance of resilient educational buildings is therefore systemic, not individual.

From a legal standpoint alone, climate adaptation is no longer optional. Building codes, school construction guidelines, and numerous funding programs are setting increasingly strict requirements for energy efficiency, heat protection, rainwater management, and greening. Municipalities that fail to take action here risk not only claims for damages but also the loss of funding and damage to their reputation. At the same time, social pressure is growing: parents, teachers, and students are rightly demanding safe, healthy, and attractive learning environments.

The good news is that climate adaptation offers enormous opportunities for innovative, sustainable educational buildings. Those who view it as a design challenge can create new architectural qualities, enhanced quality of life, and learning spaces. The resilient school or daycare center thus becomes a model for the city of tomorrow—and a beacon for sustainable development in the neighborhood. It is therefore not just about minimizing risk, but about creating genuine added value for all stakeholders.

Risk Analysis: What Climate Change Means for Educational Buildings

Before we can discuss solutions, we must precisely identify the specific threats to schools and daycare centers posed by climate change. Heat is the most common and visible problem. In densely populated neighborhoods, classrooms and group rooms often heat up to over 35 degrees on summer days—a temperature far exceeding any occupational health recommendation. This is caused not only by outdoor temperatures but also by poor insulation, a lack of shade, insufficient ventilation, and the heat generated by people and equipment. The result: difficulty concentrating, headaches, a decline in performance, and a massive strain on overall operations.

Another major risk is heavy rain. Cities and municipalities are increasingly experiencing local flooding, in which basements, utility rooms, and even classrooms are submerged within minutes. Older schools and daycare centers with low-lying entrances, leaky windows, or inadequate rainwater management are particularly at risk. The consequences include damage to the building, technical failures, and hygiene issues. Even more serious: In emergencies, entire facilities must be evacuated—with severe consequences for child care and educational services.

Droughts and heat waves not only lead to increased water demand for green spaces and school gardens but also sometimes threaten the stability of trees and thus safety on the school grounds. The microclimate deteriorates drastically, dust levels and allergens increase, and the quality of time spent outdoors declines rapidly. Combined with a lack of shade and sealed surfaces, the outdoor space becomes a health hazard.

The materials used in building construction also play an enormous role. Many older school and daycare buildings are made of concrete, glass, and plastic—materials that store and release heat but do little to help cool the space. Even modern passive house designs are not automatically heat-resilient if they lack targeted shading and natural ventilation. Added to this are risks from pollutant emissions, such as when plastics off-gas in the heat or mold develops due to moisture.

Finally, the social risk must not be underestimated. Overheated or damaged buildings lead to canceled classes, stress, and conflicts. Children from socially disadvantaged families suffer particularly because they often have no alternatives to school and daycare as places to spend their time. Climate adaptation of educational buildings is therefore also a matter of equal opportunity—it determines who will be able to learn safely and healthily in the future.

Designing Resilient Educational Buildings: From Vision to Practice

The planning of climate-resilient schools and daycare centers ideally begins with a comprehensive risk and site analysis. This process brings together local climate data, solar patterns, wind directions, precipitation levels, and soil conditions, and links them to the requirements of the educational concept. Instead of standardized, one-size-fits-all solutions, a tailored approach is needed—every plot of land and every neighborhood requires individualized solutions. Digital tools, such as microclimatic simulations and scenario calculators, help to precisely assess the impacts of various design options and discuss them as a team.

A key to resilience is the consistent greening of rooftops, facades, and open spaces. Green roofs and facades trap fine particulate matter, provide cooling through evaporation, store rainwater, and noticeably improve the microclimate. Schoolyards with climate-adapted plantings, shade-providing trees, and unpaved areas not only offer protection from heat but also provide attractive spaces for learning and recreation. Innovative drainage systems, basins, and waterways can store, divert, and use rainwater for irrigation—a win for both biodiversity and the recreational value of the space.

There are also numerous architectural solutions: overhanging roofs, flexible shading systems, low-set window reveals, and thermally activated building components help prevent overheating. Natural cross-ventilation, controlled nighttime cooling, and smart controls ensure a supply of fresh air without wasting energy. Those who consistently rely on regional, preferably renewable building materials not only improve their carbon footprint but also often benefit from better building physics properties for comfort in both summer and winter.

The design of outdoor spaces is crucial for resilience: multifunctional break areas, green classrooms, school gardens, and active play areas not only promote learning but also offer places of refuge during heat waves or heavy rain. Mobile elements such as sun sails, temporary pavilions, or green pergolas increase flexibility and make it possible to adapt the outdoor space as needed. Water features, play fountains, and mist showers can specifically help cool the area and enrich the experience for children and teenagers.

Another key to success is the early involvement of all stakeholders: teachers, children, parents, and the neighborhood should be included in the planning process. This not only leads to better solutions but also fosters high levels of acceptance—and awareness of climate protection and resilience grows along with it. Participation here is not a burdensome obligation but a driver of innovation and a sense of belonging.

Legal, Financial, and Organizational Framework: Obstacles and Leverage

The path to a climate-resilient school or daycare center involves not only architecture and landscape planning but also navigating a dense jungle of regulations, funding programs, and jurisdictional responsibilities. In Germany, school building guidelines, building codes, DIN standards, and municipal statutes govern the minimum standards for fire safety, energy efficiency, room sizes, and technical systems. In Austria and Switzerland, regional specifics come into play, often involving even more ambitious climate requirements. The good news: Many of these regulations are now being continuously adapted to the challenges of climate change—for example, through stricter requirements for heat protection, rainwater management, or green facades.

Nevertheless, financing remains a barrier in many municipalities. Although funding from the federal government, the states, and the EU is available, it is often tied to complex application procedures, documentation requirements, and co-financing obligations. To succeed in this area, one needs specialized advice and experience with the respective programs. At the same time, opportunities are emerging through innovative financing models, such as public-private partnerships, climate funds, or citizen participation initiatives. Foundations and companies are increasingly getting involved in pilot projects—not least because climate-resilient educational buildings also serve as laboratories for innovation and brand image.

The issue of liability is also legally relevant: Anyone who violates recognized technical standards or negligently ignores risks must expect significant consequences in the event of damage. Case law is becoming increasingly sensitive in this area—a clear incentive for municipalities, planners, and operators not to put climate adaptation on the back burner.

From an organizational standpoint, the resilience of educational buildings requires close collaboration between specialized departments, planning firms, school authorities, and users. This is where interdisciplinary project teams prove their worth, incorporating all perspectives from the outset and developing solutions together. Day-to-day operations also need to be organized: maintenance of shading systems, upkeep of green spaces, and monitoring of indoor climate and water balance are not secondary tasks but integral parts of the concept.

Finally, digital tools are being used more and more frequently: sensors, data platforms, and simulations make it possible to continuously monitor the operation of climate-resilient educational buildings and make adjustments as needed. Those who invest in this area can not only minimize risks but also gain new insights for future projects—a true cycle of learning and improvement.

Best Practices and Outlook: Pathways to a Sustainably Resilient Educational Landscape

In Germany, Austria, and Switzerland, there are now numerous flagship projects that demonstrate how climate adaptation can be successfully implemented in schools and daycare centers. In Hamburg, for example, the Bahrenfelder Straße Elementary School was redesigned with a rooftop garden, open-air learning staircases, and a completely unpaved, tree-lined schoolyard. The result: a noticeably cooler microclimate, an excellent quality of environment, and a strong sense of connection between the school community and its building. In Vienna, the Leystraße all-day elementary school relies on solar shading, green facades, and a multifunctional open-space design that allows children to play safely even when it’s 35 degrees in the shade.

Switzerland is also moving full steam ahead: The Freilager school complex in Zurich combines the Passive House standard with a generous wooden facade, green roofs, and an innovative rainwater management system that prevents flooding and supplies water for the school garden and playgrounds. In rural regions, meanwhile, daycare centers are being built that use natural building materials, large roof overhangs, and nature-oriented outdoor spaces to demonstrate that resilience and a sense of security need not be a contradiction.

What all successful projects have in common is the courage to innovate—from the initial sketch to the operational concept. Digital planning tools, such as BIM models, microclimatic simulations, and energy scans, make it possible to compare different scenarios and find the best solution for each site. Participation, education, and governance ensure that resilience is not only built but also lived: school gardens are tended to collectively, shading and ventilation are actively controlled by the users, and these experiences inform the neighborhood’s ongoing development.

The key to success lies in linking climate adaptation with educational, social, and design qualities. Those who view schools and daycare centers as places of life—not merely as shelters from risks but as spaces that shape the future—create new opportunities for education, interaction, and participation. The resilient educational landscape thus becomes a catalyst for sustainable urban development—and a driving force for innovation in architecture, landscape, and operations.

The outlook is clear: climate adaptation remains a dynamic process that demands constant attention and the courage to change. Those who invest today in green roofs, flexible shading, digital tools, and participatory processes will not only save costs tomorrow but also improve quality of life. The next generation deserves nothing less than that—and the cities that take the lead now will serve as role models, guiding us toward a resilient future.

Conclusion: Climate adaptation in schools and daycare centers has long since become a key issue for livable, equitable, and sustainable cities. Risks such as heat, heavy rain, or drought threaten not only children’s health and learning but also the functionality of entire neighborhoods. Those who design educational buildings to be resilient today are not only creating structures but also opening up new possibilities for innovation, participation, and quality of life. The best solutions combine green architecture, smart technology, participatory processes, and strong governance. It is high time to move beyond reactive damage control and embrace climate adaptation as a creative opportunity for design—for educational buildings that are truly equipped to meet the challenges of the 21st century. Only those who take bold steps forward now will help shape the resilient city of tomorrow and give children a safe, inspiring future.