Briefly: what happened and why it matters
During Russia's massed attacks, CHP‑4 was damaged, and as a result about 14% of Kyiv's educational institutions (approximately 62 schools) were left without heating. To preserve the learning process while keeping children safe from the cold, city authorities introduced two operational mechanisms: remote learning and a mechanism called “educational migration”. Information — according to the Kyiv City State Administration, reports UNN.
How the mechanism works
The first step is to move institutions with unacceptable temperature conditions to an online format. If the restoration of heating is delayed, the city relocates classes — primarily primary grades, for which in‑person learning is most important — to neighboring schools with stable heating. This logistical solution aims to combine safety and pedagogical effectiveness.
"Children should not study in cold schools. Therefore, the first operational decision was to transfer institutions to a remote format. When it became clear that, in some schools, the heating season was effectively over and its restoration would take time, we determined the mechanism of 'educational migration.' In‑person learning is extremely important, especially for primary school pupils. As of today, this mechanism is applied in six districts of the city. At the same time, there are isolated cases when institutions try to operate under low‑temperature conditions — we categorically prohibit this"
— Valentyn Mondryivskyi, deputy head of the Kyiv City State Administration (KCSA/UNN report)
Numbers and geography of the relocations
According to available data: in Darnytskyi District the primary grades of six schools have been relocated, in Dniprovskiy — two, in Pecherskyi — four; in Holosiivskyi — four institutions, in Shevchenkivskyi — seven. Pupils of ten preschool institutions have also been temporarily moved. Currently 39 schools in the city are operating remotely, covering about 14.8% of students.
Law and safety
The Department of Education and Science stresses that the remote format in conditions of absent heating is legal and fully valid. If the temperature in a particular institution is below the permissible norm, the decision on in‑person learning must be immediately reconsidered; district administrations have been instructed to additionally check the temperature regimes in critical schools.
What this means for parents, teachers and the city
First, the priority is children's health: the mechanisms minimize the risks of being in cold premises. Second, this is an example of rapid adaptation of the education system under wartime pressure: combining remote solutions and temporary relocations allows in‑person programs to be preserved where they are most important. Third, this creates logistical and staffing burdens on donor schools and teachers, which requires transparent communication from city authorities and support from parents.
Conclusion
Kyiv has chosen a pragmatic approach: protecting children's health and preserving the educational process through a combination of remote learning and “educational migration.” Next, the city needs to coordinate transport, schedules and communication with families so that temporary solutions do not turn into systemic complications. Question for discussion: will this practice become a model for other cities that face similar consequences from attacks on energy infrastructure?
