Association of classroom ventilation with reduced illness absence: a prospective study in California elementary schools

Limited evidence associates inadequate classroom ventilation rates (VRs) with increased illness absence (IA). We investigated relationships between VRs and IA in California elementary schools over two school years in 162 3rd–5th‐grade classrooms in 28 schools in three school districts: South Coast (SC), Bay Area (BA), and Central Valley (CV). We estimated relationships between daily IA and VR (estimated from two year daily real‐time carbon dioxide in each classroom) in zero‐inflated negative binomial models. We also compared IA benefits and energy costs of increased VRs. All school districts had median VRs below the 7.1 l/s‐person California standard. For each additional 1 l/s‐person of VR, IA was reduced significantly (p<0.05) in models for combined districts (?1.6%) and for SC (?1.2%), and nonsignificantly for districts providing less data: BA (?1.5%) and CV (?1.0%). Assuming associations were causal and generalizable, increasing classroom VRs from the California average (4 l/s‐person) to the State standard would decrease IA by 3.4%, increase attendance‐linked funding to schools by $33 million annually, and increase costs by only $4 million. Further increasing VRs would provide additional benefits. These findings, while requiring confirmation, suggest that increasing classroom VRs above the State standard would substantially decrease illness absence and produce economic benefits.     

Do classroom ventilation rates in California elementary schools influence standardized test scores? Results from a prospective study

Limited evidence has associated lower ventilation rates (VRs) in schools with reduced student learning or achievement. We analyzed longitudinal data collected over two school years from 150 classrooms in 28 schools within three California school districts. We estimated daily classroom VRs from real‐time indoor carbon dioxide measured by web‐connected sensors. School districts provided individual‐level scores on standard tests in Math and English, and classroom‐level demographic data. Analyses assessing learning effects used two VR metrics: average VRs for 30 days prior to tests, and proportion of prior daily VRs above specified thresholds during the year. We estimated relationships between scores and VR metrics in multivariate models with generalized estimating equations. All school districts had median school‐year VRs below the California VR standard. Most models showed some positive associations of VRs with test scores; however, estimates varied in magnitude and few 95% confidence intervals excluded the null. Combined‐district models estimated statistically significant increases of 0.6 points (P = 0.01) on English tests for each 10% increase in prior 30‐day VRs. Estimated increases in Math were of similar magnitude but not statistically significant. Findings suggest potential small positive associations between classroom VRs and learning.     

Evaluation of the indoor air quality minimum ventilation rate procedure for use in California retail buildings

This research assesses benefits of adding to California Title‐24 ventilation rate (VR) standards a performance‐based option, similar to the American Society of Heating, Refrigerating, and Air Conditioning Engineers ‘Indoor Air Quality Procedure’ (IAQP) for retail spaces. Ventilation rates and concentrations of contaminants of concern (CoC) were measured in 13 stores. Mass balance models were used to estimate ‘IAQP‐based’ VRs that would maintain concentrations of all CoCs below health‐ or odor‐based reference concentration limits. An intervention study in a ‘big box’ store assessed how the current VR, the Title 24‐prescribed VR, and the IAQP‐based VR (0.24, 0.69, and 1.51 air changes per hour) influenced measured IAQ and perceived of IAQ. Neither current VRs nor Title 24‐prescribed VRs would maintain all CoCs below reference limits in 12 of 13 stores. In the big box store, the IAQP‐based VR kept all CoCs below limits. More than 80% of subjects reported acceptable air quality at all three VRs. In 11 of 13 buildings, saving energy through lower VRs while maintaining acceptable IAQ would require source reduction or gas‐phase air cleaning for CoCs. In only one of the 13 retail stores surveyed, application of the IAQP would have allowed reduced VRs without additional contaminant‐reduction strategies.     

Ventilation rates in schools

Research shows that poor indoor air quality (IAQ) in school buildings can cause a reduction in the students’ performance assessed by short-term computer-based tests; whereas good air quality in classrooms can enhance children's concentration and also teachers’ productivity. Investigation of air quality in classrooms helps us to characterise pollutant levels and implement corrective measures. Outdoor pollution, ventilation equipment, furnishings, and human activities affect IAQ. In school classrooms, the occupancy density is high (1.8–2.4 m²/person) compared to offices (10 m²/person). Ventilation systems expend energy and there is a trend to save energy by reducing ventilation rates. We need to establish the minimum acceptable level of fresh air required for the health of the occupants. This paper describes a project, which will aim to investigate the effect of IAQ and ventilation rates on pupils’ performance and health using psychological tests. The aim is to recommend suitable ventilation rates for classrooms and examine the suitability of the air quality guidelines for classrooms. The air quality, ventilation rates and pupils’ performance in classrooms will be evaluated in parallel measurements. In addition, Visual Analogue Scales will be used to assess subjective perception of the classroom environment and SBS symptoms. Pupil performance will be measured with Computerised Assessment Tests (CAT), and Pen and Paper Performance Tasks while physical parameters of the classroom environment will be recorded using an advanced data logging system. A total number of 20 primary schools in the Reading area are expected to participate in the present investigation, and the pupils participating in this study will be within the age group of 9–11 years. On completion of the project, based on the overall data recommendations for suitable ventilation rates for schools will be formulated.     

A preliminary study on the association between ventilation rates in classrooms and student performance

Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P < 0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.     

Assessment of ventilation and indoor air pollutants in nursery and elementary schools in France

The aim of this study was to characterize the relationship between Indoor Air Quality (IAQ) and ventilation in French classrooms. Various parameters were measured over one school week, including volatile organic compounds, aldehydes, particulate matter (PM_2.5 mass concentration and number concentration), carbon dioxide (CO₂), air temperature, and relative humidity in 51 classrooms at 17 schools. The ventilation was characterized by several indicators, such as the air exchange rate, ventilation rate (VR), and air stuffiness index (ICONE), that are linked to indoor CO₂ concentration. The influences of the season (heating or non‐heating), type of school (nursery or elementary), and ventilation on the IAQ were studied. Based on the minimum value of 4.2 l/s per person required by the French legislation for mechanically ventilated classrooms, 91% of the classrooms had insufficient ventilation. The VR was significantly higher in mechanically ventilated classrooms compared with naturally ventilated rooms. The correlations between IAQ and ventilation vary according to the location of the primary source of each pollutant (outdoor vs. indoor), and for an indoor source, whether it is associated with occupant activity or continuous emission.     

Comparing mixing and displacement ventilation in classrooms: pupils' perception and health

Several studies have found that indoor air quality (IAQ) in schools is often poor and may affect the health of the pupils. Building ventilation is a means to reduce pollutants indoors, but different designs should be evaluated for their effectiveness in different environments. In a field experiment performed at four classrooms in one school building, air was supplied either in the mixing or in the displacement mode, and we collected information on exposures, pupils' perception of IAQ and climate, and health symptoms and performed clinical examinations. The room temperature, relative humidity, concentration of CO?, and cat allergen were measured at the breathing height and were similar during each ventilation mode. The children perceived IAQ were similar in the two ventilation regimes, and there were few differences in symptom reports or clinical parameters. However, the pupils reported more eye symptoms during displacement ventilation. PRACTICAL IMPLICATIONS: Both mixing and displacement ventilation may be appropriate in school classrooms as long as the overall design, ventilation rates, and maintenance of systems are satisfactory.     

Evidence of inadequate ventilation in portable classrooms: results of a pilot study in Los Angeles County

The prevalence of prefabricated, portable classrooms (portables) for United States public schools has increased; in California, approximately one of three students learn inside portables. Limited research has been conducted on indoor air and environmental quality in American schools, and almost none in portables. Available reports and conference proceedings suggest problems from insufficient ventilation due to poor design, operation, and/or maintenance of heating, ventilation and air conditioning (HVAC) systems; most portables have one mechanical, wall-mounted HVAC system. A pilot assessment was conducted in Los Angeles County, including measurements of integrated ventilation rates based on a perfluorocarbon tracer gas technique and continuous monitoring of temperature (T) and relative humidity (RH). Measured ventilation rates were low [mean school day integrated average 0.8 per hour (range: 0.1-2.9 per hour)]. Compared with relevant standards, results suggested adequate ventilation and associated conditioning of indoor air for occupant comfort were not always provided to these classrooms. Future school studies should include integrated and continuous measurements of T, RH, and ventilation with appropriate tracer gas methods, and other airflow measures. PRACTICAL IMPLICATIONS: Adequate ventilation has the potential to mitigate concentrations of chemical pollutants, particles, carbon dioxide, and odors in portable and traditional classrooms, which should lead to a reduction in reported health outcomes, e.g., symptoms of 'sick building syndrome', allergies, asthma. Investigations of school indoor air and environmental quality should include continuous temperature and relative humidity data with inexpensive instrumentation as indicators of thermal comfort, and techniques to measure ventilation rates.     

The associations of indoor environment and psychosocial factors on the subjective evaluation of Indoor Air Quality among lower secondary school students: a multilevel analysis

Subjective evaluation of Indoor Air Quality (subjective IAQ) reflects both building‐related and psychosocial factors, but their associations have rarely been studied other than on the individual level in occupational settings and their interactions have not been assessed. Therefore, we studied whether schools’ observed indoor air problems and psychosocial factors are associated with subjective IAQ and their potential interactions. The analysis was performed with a nationwide sample (N = 195 schools/26946 students) using multilevel modeling. Two datasets were merged: (i) survey data from students, including information on schools’ psychosocial environment and subjective IAQ, and (ii) data from school principals, including information on observed indoor air problems. On the student level, school‐related stress, poor teacher–student relationship, and whether the student did not easily receive help from school personnel, were significantly associated with poor subjective IAQ. On the school level, observed indoor air problem (standardized β = ?0.43) and poor teacher–student relationship (standardized β = ?0.22) were significant predictors of poor subjective IAQ. In addition, school‐related stress was associated with poor subjective IAQ, but only in schools without observed indoor air problem (standardized β = ?0.44).     

Indoor air quality in Michigan schools

Indoor air quality (IAQ) parameters in 64 elementary and middle school classrooms in Michigan were examined for the purposes of assessing ventilation rates, levels of volatile organic compounds (VOCs) and bioaerosols, air quality differences within and between schools, and emission sources. In each classroom, bioaerosols, VOCs, CO(2), relative humidity, and temperature were monitored over one workweek, and a comprehensive walkthough survey was completed. Ventilation rates were derived from CO(2) and occupancy data. Ventilation was poor in many of the tested classrooms, e.g., CO(2) concentrations often exceeded 1000 ppm and sometimes 3000 ppm. Most VOCs had low concentrations (mean of individual species <4.5 microg/m(3)); bioaerosol concentrations were moderate (<6500 count per m(3) indoors, <41,000 count per m(3) outdoors). The variability of CO(2), VOC, and bioaerosol concentrations within schools exceeded the variability between schools. These findings suggest that none of the sampled rooms were contaminated and that no building-wide contamination sources were present. However, localized IAQ problems might remain in spaces where contaminant sources are concentrated and that are poorly ventilated. PRACTICAL IMPLICATIONS: Indoor air quality (IAQ) is a continuing concern for students, parents, teachers, and school staff, leading to many complaints regarding poor IAQ. Investigations of these complaints often include air sampling, which must be carefully conducted if representative data are to be collected. To better understand sampling results, investigators need to account for the variability of contaminants both within and between schools.     

Indoor air quality in Portuguese schools: levels and sources of pollutants

Indoor air quality (IAQ) parameters in 73 primary classrooms in Porto were examined for the purpose of assessing levels of volatile organic compounds (VOCs), aldehydes, particulate matter, ventilation rates and bioaerosols within and between schools, and potential sources. Levels of VOCs, aldehydes, PM_2.5, PM₁₀, bacteria and fungi, carbon dioxide (CO₂), carbon monoxide, temperature and relative humidity were measured indoors and outdoors and a walkthrough survey was performed concurrently. Ventilation rates were derived from CO₂ and occupancy data. Concentrations of CO₂ exceeding 1000 ppm were often encountered, indicating poor ventilation. Most VOCs had low concentrations (median of individual species <5 μg/m³) and were below the respective WHO guidelines. Concentrations of particulate matter and culturable bacteria were frequently higher than guidelines/reference values. The variability of VOCs, aldehydes, bioaerosol concentrations, and CO₂ levels between schools exceeded the variability within schools. These findings indicate that IAQ problems may persist in classrooms where pollutant sources exist and classrooms are poorly ventilated; source control strategies (related to building location, occupant behavior, maintenance/cleaning activities) are deemed to be the most reliable for the prevention of adverse health consequences in children in schools.     

Effects of thermal activated building systems in schools on thermal comfort in winter

There is a growing attention for the Indoor Air Quality problems in schools, but there is far less attention for the thermal comfort aspects within schools. A literature review is done to clear the effects of thermal quality in schools on the learning performance of the students: it clearly shows that thermal environment is like IAQ of great influence to the students' performance. As many studies focus on the ventilation aspects we focus more on the thermal comfort of the schools through measurements and questioners held in 14 schools equipped with different types of ventilation and heating systems.     

Associations between classroom CO2 concentrations and student attendance in Washington and Idaho

Student attendance in American public schools is a critical factor in securing limited operational funding. Student and teacher attendance influence academic performance. Limited data exist on indoor air and environmental quality (IEQ) in schools, and how IEQ affects attendance, health, or performance. This study explored the association of student absence with measures of indoor minus outdoor carbon dioxide concentration (dCO(2)). Absence and dCO(2) data were collected from 409 traditional and 25 portable classrooms from 22 schools located in six school districts in the states of Washington and Idaho. Study classrooms had individual heating, ventilation, and air conditioning (HVAC) systems, except two classrooms without mechanical ventilation. Classroom attributes, student attendance and school-level ethnicity, gender, and socioeconomic status (SES) were included in multivariate modeling. Forty-five percent of classrooms studied had short-term indoor CO(2) concentrations above 1000 p.p.m. A 1000 p.p.m. increase in dCO(2) was associated (P < 0.05) with a 0.5-0.9% decrease in annual average daily attendance (ADA), corresponding to a relative 10-20% increase in student absence. Annual ADA was 2% higher (P < 0.0001) in traditional than in portable classrooms. PRACTICAL IMPLICATIONS: This study provides motivation for larger school studies to investigate associations of student attendance, and occupant health and student performance, with longer term indoor minus outdoor CO(2) concentrations and more accurately measured ventilation rates. If our findings are confirmed, improving classroom ventilation should be considered a practical means of reducing student absence. Adequate or enhanced ventilation may be achieved, for example, with educational training programs for teachers and facilities staff on ventilation system operation and maintenance. Also, technological interventions such as improved automated control systems could provide continuous ventilation during occupied times, regardless of occupant thermal comfort demands.     

Parental worry about indoor air quality and student symptom reporting in primary schools with or without indoor air quality problems

Poor indoor air quality (IAQ) in schools is related to increased symptom reporting in students. We investigated whether parental worry about school IAQ influences this association. Data came from survey collected from five Finnish primary schools with observed IAQ problems and five control schools. Parents (n = 1868) of primary school students reported worry about IAQ in schools and symptoms of their children. Associations between observed IAQ problems, worry, and five symptom scores (ie, respiratory, lower respiratory, eye, skin, and general symptoms) were analyzed using multivariate logistic regression and mediation analysis. Parents were on average more worried in schools with observed IAQ problems. Observed IAQ problems were strongly associated with increased worry and all symptoms under study (unadjusted ORs ranged between 1.48 [95% CI 1.48‐2.16] and 2.70 [95% CI 1.52‐5.17]). Parental worry was associated with all symptoms (unadjusted ORs ranged between 2.49 [95% CI 1.75‐3.60] and 4.92 [95% CI 2.77‐9.40]). Mediation analyses suggested that parental worry might partially explain the association between observed IAQ problems and symptom reporting (proportion mediated ranged between 67% and 84% for the different symptoms). However, prospective studies are needed to assess causal relationships between observed IAQ problems, worry, and symptom reporting in schools.     

Perceived indoor air quality in naturally ventilated primary schools in the UK: Impact of environmental variables and thermal sensation

Indoor air quality (IAQ) in classrooms has a significant impact on children's academic performance, health, and well-being; therefore, understanding children's perception of IAQ is vital. This study investigates how children's perception of IAQ is affected by environmental variables and thermal sensation. In total, 29 naturally ventilated classrooms in eight UK primary schools were selected and 805 children were surveyed during non-heating and heating seasons. Results show that air sensation votes (ASVs) are more correlated to CO₂ levels than to operative temperatures (T_op) during non-heating seasons and more correlated to T_op than CO₂ levels during heating seasons. The impact of T_op on ASVs decreases with an increase in CO₂ levels, and the effect of CO₂ levels on ASVs decreases with increase in T_op. The most favorable ASVs are given when children feel “cool” and have “as it is” preference. By keeping CO₂ < 1000 ppm and T_op within children's thermal comfort band, ASVs are improved by 43%. The study recommends that standards should consider the impact of both temperature and CO₂ levels on perceived IAQ. Perception of IAQ also affects children's overall comfort and tiredness levels; however, this influence is more significant on tiredness level than that on overall comfort level.     

Application of adaptive thermal comfort methods for Iranian schoolchildren

ABSTRACT

Recent studies in primary schools highlight a need to develop the adaptive comfort model for schoolchildren in classrooms. This study investigates the application of the principal methods underlying the adaptive comfort theory for children relating thermal comfort indoors to the prevailing mean outdoor temperature. Children’s sensitivity to indoor temperature change are examined using data from a field study conducted in Iranian schools. This sensitivity is used to estimate the comfort temperatures in classroom situations with a minimum level of adaptation. Different metrics for the outdoor climate are employed to understand an expression of the climate which best predicts children’s comfort temperature. A sensitivity analysis is performed to derive the relation between indoor comfort and the climate that gives rise to the strongest correlation coefficient. Although the basic adaptive comfort relationships are applicable for children, the exponential method to calculate the prevailing mean with lower decay values leads to higher correlation with children’s comfort temperature. The slope of children’s comfort equation in relation to outdoor temperature is shown to be shallower than those of adults. Results indicate that children are more sensitive to temperature change within a single school day than across the overall survey period of several days.     

Evaluation of simplified ventilation system with direct air supply through the facade in a school in a cold climate

Many educational buildings in industrialised countries have poor indoor climate, according to today’s knowledge about the impact of indoor climate on well-being and productivity. Budget restrictions and practical limitations such as lack of space for central air handling units and ventilation ducts, have motivated the application of simplified ventilation systems in some schools, such as taking unconditioned supply air directly from the facade. One such school was recently evaluated in Norway.On cold days, thermal comfort in the classroom deteriorated due to cold downdraught from the supply outlet. In addition, moist and fertile conditions for microbiological growth were observed in the air supply ductwork. On the other hand the same pupils are more satisfied with the school and have less sick building syndrome (SBS) symptoms during winter than summer. An improved control strategy with a temperature-compensated CO₂ set-point for controlling the airflow is suggested. This could improve thermal comfort and reduce energy use without compromising perceived air quality (PAQ) during cold weather. Furthermore it could improve indoor air quality (IAQ) during warm weather with only a slight increase of energy use. Further evaluation of an improved solution is needed before such a ventilation concept can be recommended in cold climates.     

中小学教室机械通风效果研究

本文以中小学教室为研究对象,分析了自然通风在改善热舒适和室内空气品质方面存在的不足,总结了国内外规范对中小学教室通风换气次数的要求,给出了几种不同的机械通风装置,并结合实例运用Airpak软件对不同的机械通风方案进行了模拟和对比分析。     

Will future low-carbon schools in the UK have an overheating problem?

Meeting thermal comfort and internal air quality standards for schools can be difficult for buildings that, traditionally in the UK, have not used mechanical ventilation and air-conditioning. With a trend towards increased internal gains, and climate change predicted to cause a significant rise in temperatures, this issue becomes more problematic. Considering this within the context of low-carbon buildings creates an added hurdle—can low-carbon schools be produced that will provide a comfortable teaching environment in the future? Through a series of simulations on template school buildings, this study highlights the effect that future small power and lighting energy use could have on reducing the overheating of school teaching areas. The effect of a warming climate is also estimated, and the impact that has on the internal temperatures of a school quantified. Introducing external shading and increasing ventilation in classrooms can reduce overheating significantly but, for many cases, the risk that the school building cannot cope with the overheating problem might still remain.     

The effects of building‐related factors on classroom relative humidity among North Carolina schools participating in the ‘Free to Breathe,Free to Teach’ study

Both high and low indoor relative humidity (RH) directly impact Indoor Air Quality (IAQ), an important school health concern. Prior school studies reported a high prevalence of mold, roaches, and water damage; however, few examined associations between modifiable classroom factors and RH, a quantitative indicator of dampness. We recorded RH longitudinally in 134 North Carolina classrooms (n = 9066 classroom‐days) to quantify the relationships between modifiable classroom factors and average daily RH below, within, or above levels recommended to improve school IAQ (30–50% or 30–60% RH). The odds of having high RH (>60%) were 5.8 [95% Confidence Interval (CI): 2.9, 11.3] times higher in classrooms with annual compared to quarterly heating, ventilating, and air‐conditioning (HVAC) system maintenance and 2.5 (95% CI: 1.5, 4.2) times higher in classrooms with HVAC economizers compared to those without economizers. Classrooms with direct‐expansion split systems compared to chilled water systems had 2.7 (95% CI: 1.7, 4.4) times higher odds of low RH (<30%). When unoccupied, classrooms with thermostat setbacks had 3.7 (95% CI: 1.7, 8.3) times the odds of high RH (>60%) of those without setbacks. This research suggests actionable decision points for school design and maintenance to prevent high or low classroom RH.