There are currently approximately 23 000 primary and 5000 secondary schools in the UK. (Survey of School Buildings, UK Department of Education and Science, HMSO, London, 1987).1 The total rate of expenditure on fuel for heating and lighting these buildings is about Â£75 million per annum. The dissipation of energy, derived from fossil fuels, in buildings accounts for approximately 24% of the CO2 emissions, and so is a considerable contributor to the excess greenhouse effect and hence global warming. Practising energy thrift in schools therefore represents a considerable opportunity for achieving significant savings with respect to running costs and achieving a more sustainable society. Thus it is not surprising that the number of school buildings incorporating one set of measures, the so-called [`]passive-solar' features, is increasing. Such buildings possess the ability to be thermally comfortable while providing mentally-stimulating environments, yet require significantly reduced rates of fossil-fuel consumption compared with those for [`]conventional' buildings of similar sizes. The behaviours of six such passive-solar schools have been studied and the effectiveness of each of them has been assessed. Recommendations concerning the inclusion of passive-solar features in educational buildings are made.