Indoor Air Quality in Schools: Impact on Student Health

Introduction

There are many factors and considerations that can be assessed when evaluating the quality of a student's learning environment. Many people point to things like classroom temperature, instructional materials, the availability of resources, teacher quality, and the physical condition of school buildings. However, one condition that is frequently overlooked is the indoor air quality (IAQ) of a school. Poor air quality can cause breathing difficulties and broader health problems for students. Just a few causes of this problem include defective air conditioning, heater or blower units, and dirty air filters. While there are many important considerations when it comes to student learning and health, indoor air quality should be near the top of any list of priorities.

IAQ in Primary School Classrooms

Many scholars and professionals have examined the importance of good indoor air quality in the classroom. More specifically, researchers have questioned whether proper indoor thermal conditions and carbon dioxide levels in schools lead to better health and learning outcomes. One study on the subject examined nearly four hundred students ranging in age from nine to eleven years old. Of that group, nearly nine in ten (87%) responded to the associated survey. The students came from a total of fifteen classrooms in London primary schools. One striking finding was that the rate of asthmatic symptoms and asthma attacks was much higher in urban schools than in suburban ones — 10.2% versus only 1.5% over the same time period.

It has been asserted that the optimal conditions for a classroom include a carbon dioxide concentration of less than one thousand parts per million (ppm) and a temperature between 22 and 26 degrees Celsius. It should be noted that there are few or no regulations governing required classroom temperatures or carbon dioxide levels — in London or elsewhere. Furthermore, because carbon dioxide is closely associated with climate change, broader regulations on carbon dioxide pollution would indirectly benefit indoor air quality for students as well (Chatzidiakou, Mumovic, & Summerfield, 2015; Dias Pereira, Raimondo, Corgnati, & Gameiro da Silva, 2014).

Thermal Comfort and Air Quality in University Settings

Many researchers make similar arguments about indoor air quality in adult learning environments such as universities, where students are typically eighteen years of age and older. One particular study focused specifically on indoor air quality in a college setting, examining not the researchers' own definition of optimal conditions but rather the students' perceived thermal comfort. The study used two metrics: predicted mean vote (PMV) and predicted percent dissatisfied (PPD). The mean PMV index values ranged from 0.55 to -0.69 across both measurement seasons. The building in question relied on a natural ventilation system to maintain its air-exchange rate. PPD rates for the same period ranged from 11.66% to 15.04%, influenced by air conditioning, ventilation, and the manual opening and closing of windows.

Consistent with the primary school study, temperatures above 27 degrees Celsius were found to exceed the acceptable comfort range — only one degree above the upper threshold identified for primary schools. A secondary aim of the college study was to identify the temperature and air quality conditions most conducive to student learning. Some researchers have gone so far as to develop data modeling tools to achieve and maintain such a balance. One such model is the Transient System Simulation, known as TRNSYS, which uses PMV and PPD indicators to measure heating, cooling, and air quality demands for a given environment. As one example, researchers used the system to design an appropriate airflow and temperature model for an amphitheater (Sarbu & Pacurar, 2015).

Conclusion

As technology modernizes and improves, so too do the equipment and techniques related to indoor air quality and associated environmental factors. However, many schools and other buildings around the country are falling into disrepair and are not being updated accordingly. Particularly in schools and colleges, there should be a sustained focus on creating environments that maintain optimal temperatures, minimize pollutants, and operate with efficient and properly functioning equipment. Indoor air quality is not a peripheral concern — it is a foundational condition for effective learning and student well-being.

References

Chatzidiakou, L., Mumovic, D., & Summerfield, A. (2015). Is CO2 a good proxy for indoor air quality in classrooms? Part 2: Health outcomes and perceived indoor air quality in relation to classroom exposure and building characteristics. Building Services Engineering Research & Technology, 36(2), 162–181. doi:10.1177/0143624414566245

Dias Pereira, L., Raimondo, D., Corgnati, S. P., & Gameiro da Silva, M. (2014). Assessment of indoor air quality and thermal comfort in Portuguese secondary classrooms: Methodology and results. Building & Environment, 81, 69–80. doi:10.1016/j.buildenv.2014.06.008

Dorizas, P. V., Assimakopoulos, M., & Santamouris, M. (2015). A holistic approach for the assessment of the indoor environmental quality, student productivity, and energy consumption in primary schools. Environmental Monitoring & Assessment, 187(5), 259. doi:10.1007/s10661-015-4503-9

Hsu, N. Y., & Huang, C. J. (2010). [Chlorine dioxide disinfection study — full citation unavailable from source].

Neumann, C., Bloomfield, M., Harding, A., & Sherburne, H. (1999). An innovative approach to teaching high school students about indoor air quality. Journal of Environmental Health, 62(4), 9–13.

Sarbu, I., & Pacurar, C. (2015). Experimental and numerical research to assess indoor environment quality and schoolwork performance in university classrooms. Building & Environment, 93, 141–154. doi:10.1016/j.buildenv.2015.06.022