Energy performance and indoor environmental quality in Hellenic schools

School buildings constitute a major part of the non-residential building stock, though due to their operational characteristics, they represent a low percentage of the overall energy balance of the building sector. Although health and productivity of pupils and teachers is strongly affected by the indoor environmental quality of their school, poor indoor air quality has been reported in published literature, even so for recently constructed school buildings. The same applies for the energy consumption, with large amounts of energy being wasted because no energy saving measures are applied for the operation of schools. This paper presents the outcome of a study on the energy performance of Hellenic school buildings. The general features of the contemporary building stock are presented along with the results from an energy survey in 135 Hellenic schools. The derived energy consumption benchmarks are compared with published literature. Finally, the energy performance and indoor environmental quality of a representative sample of schools in metropolitan Athens are assessed in a holistic approach to the “energy efficiency – thermal comfort – indoor air quality” dilemma. The IEQ assessment was based on an objective evaluation by monitoring crucial indoor conditions and a subjective occupant evaluation using standardized questionnaires. The potential of several energy conservation measures is evaluated in terms of energy savings and reduction of greenhouse gas emissions along with the related payback periods.     

Indoor air microbes and respiratory symptoms of children in moisture damaged and reference schools

Microbial indoor air quality and respiratory symptoms of children were studied in 24 schools with visible moisture and mold problems, and in eight non-damaged schools. School buildings of concrete/brick and wooden construction were included. The indoor environment investigations included technical building inspections for visible moisture signs and microbial sampling using six-stage impactor for viable airborne microbes. Children's health information was collected by questionnaires. The effect of moisture damage on concentrations of fungi was clearly seen in buildings of concrete/brick construction, but not in wooden school buildings. Occurrence of Cladosporium, Aspergillus versicolor, Stachybotrys, and actinobacteria showed some indicator value for moisture damage. Presence of moisture damage in school buildings was a significant risk factor for respiratory symptoms in schoolchildren. Association between moisture damage and respiratory symptoms of children was significant for buildings of concrete/brick construction but not for wooden school buildings. The highest symptom prevalence was found during spring seasons, after a long exposure period in damaged schools. The results emphasize the importance of the building frame as a determinant of exposure and symptoms.     

Energy consumption and potential energy savings in old school buildings

Energy and indoor environmental audits of energy consumption and indoor air quality were taken in 24 school buildings in Slovenia. The audits show that these buildings are high energy consumers and have poor indoor air quality, as expressed by 60% of the surveyed pupils. This article deals with energy consumption in the analysed schools. The nominal heating power of boilers, and heat exchangers, which are used in district heating, show a 57% overcapacity. The heat losses of the school buildings are 89% higher than the recommended values. According to our analysis of the possible measures to improve the situation in the school buildings, it will not be possible to ensure rational energy use and good indoor air quality with low investment costs. Should we change from hot-water heating systems and natural ventilation to energy efficient blown air systems with which one device provides the comfort of both heating and air conditioning?     

Indoor environmental quality in a 'low allergen' school and three standard primary schools in Western Australia

To investigate indoor environmental quality in classrooms, assessments were undertaken in a 'low allergen' school and three standard primary schools in Western Australia. Dust allergens, air pollutants and physical parameters were monitored in the four schools at four times (summer school term, autumn holiday, winter school term and winter holiday) in 2002. The levels of particulate matter (PM(10)) and volatile organic compounds were similar between the four primary schools. Although slightly decreased levels of dust-mite and cat allergens were observed in the 'low allergen' school, the reductions were not statistically significant and the allergen levels in all schools were much lower than the recommended sensitizing thresholds. However, significantly lower levels of relative humidity and formaldehyde level during summer-term were recorded in the 'low allergen' school. In conclusion, the evidence here suggests that the 'low allergen' school did not significantly improve the indoor environmental quality in classrooms. Practical Implications School is an important environment for children in terms of exposure to pollutants and allergens. By assessing the levels of key pollutants and allergens in a low allergen school and three standard primary schools in Western Australia, this study provides useful information for implementation of healthy building design that can improve the indoor environment in schools.     

Using intelligent clustering techniques to classify the energy performance of school buildings

The present paper deals with the energy performance, energy classification and rating and the global environmental quality of school buildings. A new energy classification technique based on intelligent clustering methodologies is proposed. Energy rating of school buildings provides specific information on their energy consumption and efficiency relative to the other buildings of similar nature and permits a better planning of interventions to improve its energy performance. The overall work reported in the present paper, is carried out in three phases. During the first phase energy consumption data have been collected through energy surveys performed in 320 schools in Greece. In the second phase an innovative energy rating scheme based on fuzzy clustering techniques has been developed, while in the third phase, 10 schools have been selected and detailed measurements of their energy efficiency and performance as well as of the global environmental quality have been performed using a specific experimental protocol. The proposed energy rating method has been applied while the main environmental and energy problems have been identified. The potential for energy and environmental improvements has been assessed.     

Energy, comfort and indoor air quality in nursery and elementary school buildings in the cold climatic zone of Greece

Schools are the most suitable type of building for the application of energy efficiency and good indoor air quality measures. This is justified by the fact that such measures can promote sustainability to the future citizens, and even more, ensure a comfortable and healthy environment for educational purposes. Unfortunately, in practice school buildings face the same, or even more intense, energy performance and indoor air quality problems as any other building. The purpose of this study is to investigate the energy efficiency, thermal environment and indoor air quality in public nursery and elementary school buildings in the city of Kozani, located at the cold climatic zone of Greece. The survey, conducted both by in-field measurements and by questionnaires, reveals the main parameters affecting the overall performance of the investigated buildings. The problematic building envelope, the improper control of heating and lighting systems, the absence of proper legislative measures and, above all, the lack of interest concerning the efficiency of such buildings are the main factors in the reported efficiency.     

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.     

Untersuchungen zum Raumklima und zur Fensterlüftung in Schulen

Investigations on indoor environmental conditions and natural ventilation in school buildings. There are more than 40,000 school buildings in Germany. Most of them are awaiting retrofitting. Retrofitting is not only intended to improve the energetic standards, but first of all to improve indoor environmental conditions for pupils and teachers. As most of German schools are not equipped with mechanical ventilation systems, natural ventilation controlled by the occupants opening the windows is the main way to maintain healthy and comfortable conditions in the classrooms. For that purpose the influence of window opening behaviour of the occupants on the indoor environment was measured in two German schools. Temperature and carbon dioxide concentration of the indoor air as well as the outdoor climate conditions were measured. In one school the frequency of window opening was recorded. Besides high CO₂‐concentrations especially during winter, some of the investigated classrooms are additionally to cold in winter or to hot in summer. Some classrooms do not have a shading device or the shading device is insufficient or it constricts the ventilation of the room. Windows are used as controls in some degree during lessons and during the breaks. But windows get closed after lessons and stay closed until next morning. There is no night or early morning ventilation in summer. A significant weak to moderate positive correlation between total open window ratio and indoor temperature has been found. Correlation between total open window ratio and outdoor temperature is not significant in most cases or show a weak correlation coefficient.     

An investigation of naturally ventilated teaching spaces with windcathers in secondary school where site is constrained by noise and air pollution

Built environment consumes the bulk of the UK’s fossil fuel. Schools account for 15% of the public sector’s carbon emissions. Energy efficient building design can play a vital role in achieving the national carbon emission reduction target of 80% by 2050. Natural and mixed mode ventilation is at the forefront of suggested energy efficient strategies for reducing carbon emissions from schools while maintaining good indoor air quality and thermal comfort. However, it is challenging to naturally ventilate many urban school buildings through side openings because of high noise and particulate air pollution. An alternative strategy, such as multi floor operation of windcatchers was assessed in this research as a sole source of fresh air in teaching spaces. Dynamic thermal simulation (DTS) and computational fluid dynamics (CFD) simulations assessed the performance of the adopted natural ventilation (NV) strategy in meeting the approved requirements for fresh air, indoor air quality (IAQ) and summertime overheating. Simulation results show that it is challenging to meet approved guidelines on air quality and thermal comfort, only when windcatchers are employed for ventilation purpose. However, fan assisted ventilation in conjunction with windcatchers provided satisfactory results. Detailed performance assessments using CFD seem desirable to validate DTS based findings.     

基于模拟的中小学教学楼绿色设计方法研究——以寒冷地区为例

中小学教学楼由于使用人群和功能的特点,其节能设计方法具有明显的特殊性,舒适度具有更高的要求。针对寒冷地区中小学教学楼,笔者运用性能模拟技术,提出了从建筑的整体控制、平面组织到空间优化的被动式绿色设计流程,将适宜的被动式策略应用于场地分析、建筑布局、体型控制、围护结构选择、功能配置以及空间的风光环境优化等设计环节,形成适合寒冷地区中小学教学楼的绿色设计方法,并将该方法应用到天津某小学教学楼设计实践中。     

School Siting

Problem: The United States is embarking on an unprecedented era of school construction even as debate continues over where schools should be located and how much land they should occupy.

Purpose: My three goals for this study were to trace the evolution of school siting standards, to explain the factors currently influencing school facility location decisions, and to identify what local and regional planners could contribute to school siting decisions.

Methods: I reviewed the land use planning and educational facilities literatures on school siting and conducted in-depth interviews with school facility planners from 10 counties in Maryland and northern Virginia to assess their perspectives on the school planning process.

Results and conclusions: I discovered that different groups use very different definitions of community school. Smart growth proponents advocate community schools that are small and intimately linked to neighborhoods, while school facility planners expect community schools to meet the needs of entire localities. I recommend that individual communities consider the tradeoffs associated with different school sizes and make choices that meet local preferences for locations within walking distance of students, potential for sports fields, school design, and connections to neighborhoods. State school construction and siting policies should support flexibility for localities.

Takeaway for practice: Local and regional planners should work with school facility planners to conduct exercises and charettes to help each community determine how to realize its own vision of community schools.

Research support: The School of Architecture at the University of Virginia and the Department of City and Regional Planning at the University of North Carolina at Chapel Hill supported this research.     

What is IAQ?

In spaces for human occupancy indoor air quality (IAQ) is often defined as the extent to which human requirements are met. But what requirements do people have in relation to indoor air? The desire is that the air be perceived as fresh and pleasant, that it has no negative impact on their health, and that the air is stimulating and promotes their work, i.e. it increases their productivity and the learning of their children in the classroom at school. Present ventilation standards and guidelines do not care about productivity and learning and have the very modest requirement that the indoor air shall be 'acceptable,' meaning that the most sensitive group of persons (usually 20%) perceive the air as unacceptable while the remaining less sensitive persons may find the air barely acceptable. With such a modest aim it is not surprising that comprehensive field studies in many countries in buildings in which ventilation standards are met show high percentages of dissatisfied persons and of those suffering from sick building syndrome symptoms. Recent studies show that improvement of IAQ by a factor of 2-7 compared with existing standards increases office productivity and school learning significantly, while decreasing the risk of allergic symptoms and asthma in homes. To make indoor air acceptable, even for the most sensitive persons, an improvement of 1-2 orders of magnitude may be required. The paper will discuss the development of new methods that can provide such substantial improvements of IAQ while maintaining or even decreasing ventilation and energy usage. A paradigm shift is required and further future shifts are foreseen where we learn how to make indoor air equally fresh and pleasant as outdoors when it is best. Or even better, i.e. 'out of this world.' PRACTICAL IMPLICATIONS: The paper estimates an enormous potential for improving IAQ in practice utilizing new emerging technologies. This will enable us to provide IAQ which is acceptable even for the most sensitive persons. Already modest improvements compared to present minimum standards and typical conditions in practice can significantly decrease the risk of asthma/allergy in homes, improve learning in schools and increase productivity.     

Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of the literature

To assess whether school environments can adversely affect academic performance, we review scientific evidence relating indoor pollutants and thermal conditions, in schools or other indoor environments, to human performance or attendance. We critically review evidence for direct associations between these aspects of indoor environmental quality (IEQ) and performance or attendance. Secondarily, we summarize, without critique, evidence on indirect connections potentially linking IEQ to performance or attendance. Regarding direct associations, little strongly designed research was available. Persuasive evidence links higher indoor concentrations of NO(2) to reduced school attendance, and suggestive evidence links low ventilation rates to reduced performance. Regarding indirect associations, many studies link indoor dampness and microbiologic pollutants (primarily in homes) to asthma exacerbations and respiratory infections, which in turn have been related to reduced performance and attendance. Also, much evidence links poor IEQ (e.g. low ventilation rate, excess moisture, or formaldehyde) with adverse health effects in children and adults and documents dampness problems and inadequate ventilation as common in schools. Overall, evidence suggests that poor IEQ in schools is common and adversely influences the performance and attendance of students, primarily through health effects from indoor pollutants. Evidence is available to justify (i) immediate actions to assess and improve IEQ in schools and (ii) focused research to guide IEQ improvements in schools. PRACTICAL IMPLICATIONS: There is more justification now for improving IEQ in schools to reduce health risks to students than to reduce performance or attendance risks. However, as IEQ-performance links are likely to operate largely through effects of IEQ on health, IEQ improvements that benefit the health of students are likely to have performance and attendance benefits as well. Immediate actions are warranted in schools to prevent dampness problems, inadequate ventilation, and excess indoor exposures to substances such as NO(2) and formaldehyde. Also, siting of new schools in areas with lower outdoor pollutant levels is preferable.     

Indoor school environments,physical activity,sitting behaviour and pedagogy: a scoping review

Physical activity levels in children are low and sitting time high, despite the health benefits of regular physical activity and limited sitting. Children spend a large proportion of their time at school, hence school-based interventions targeting physical activity and sitting behaviour may be important. Whilst some aspects of school buildings, their layout and furniture may influence children's physical activity and sitting, these effects could be intertwined with pedagogical approaches. This scoping review aims to identify gaps in the research literature regarding the influence of the indoor school environment on pedagogical approaches and on physical activity and sitting. In primary schools, it was found that physical activity can be integrated into lessons with some benefits on academic behaviour and possibly academic performance. Overall, however, the role of the indoor built environment is poorly investigated, although a handful of studies suggest that a radical change in primary school classrooms may increase physical activity and that stand-biased desks may be promising. This study provides a contribution to the emerging research fields of ‘active design’ from the perspective of indoor school design, highlighting a dearth of research, especially on sitting and for secondary education, and a lack of relevant conceptual frameworks.     

Subjective Indoor Air Quality in Schools in Relation to Exposure

Abstract This paper presents data on indoor air quality in schools as perceived by those working in them and relates these data to exposure measurements. Data on subjective air quality, domestic exposures and health aspects were gathered by means of a questionnaire which was sent to all personnel in 38 schools; it was completed by 1410 persons (85’4 of the total). Data on exposure were gathered by exposure measurements in classrooms. The results indicate that 53% of the personnel perceived the indoor air quality as bad or very bad. It was perceived as worse by those who were younger, those who were dissatisfied with their psychosocial work climate and those who were not exposed to tobacco smoke at home. In older school buildings and buildings with displacement ventilation there was less dissatisfaction with the air quality. There were no significant relations between complaints and air exchange rate or concentration of carbon dioxide. The air quality was perceived as worse at higher levels of exposure to a number of airborne compounds including volatile organic compounds, moulds, bacteria and respirable dust. It was concluded that exposure to indoor pollutants affects perception even at the low concentrations normally found indoors in nonindustrial buildings.     

Impact of the Safe Routes to School Program on Walking and Bicycling

Problem, research strategy, and findings: Increasing walking and bicycling to school has been a national policy goal since Congress created the Safe Routes to School (SRTS) program. While previous research has suggested positive program impacts, there have been no large-scale studies with strong research designs. Here we study 801 schools in the District of Columbia, Florida, Oregon, and Texas to assess how the proportion of students walking and bicycling to school changed after the introduction of SRTS programs. By including schools with and without SRTS programs and analyzing data collected over time (2007–2012), we are able to distinguish SRTS impacts from secular trends. We find increases in walking and bicycling after schools implemented SRTS programs. Engineering improvements are associated with an 18% relative increase in walking and bicycling, and the effects of education and encouragement programs are cumulative. Over the course of five years, these education and encouragement programs could lead to a 25% relative increase in walking and bicycling.

Takeaway for practice: Planners should work to prioritize capital improvements that improve non-motorized access to school and revise comprehensive plans and subdivision regulations to ensure that new development supports access to school.     

建筑节能性能对室内环境影响评估

室内环境质量是影响建筑舒适度的重要因素.建筑节能性能对室内环境的影响极少被关注.借助计算机建造模型及计算数据,对3种不同节能性能的建筑进行室内环境比较分析,包括对室内空气温度、空气交换速度及室内光线质量比较分析.研究表明：建筑节能性能不仅影响到建筑的能耗,而且对室内环境也会产生影响,但节能性能的优劣并不与室内环境成正比,节能性能好的建筑其室内环境质量并不绝对优于节能性能差的建筑;对同一建筑,可持续能源的使用在短期内只会对室内环境质量产生微小的影响.     

Post occupancy evaluation of green residential buildings,in the Greater Kuala Lumpur,Malaysia

Homebuyers are now demanding green buildings over conventional buildings due to better performance, higher operating savings, and the premium satisfaction that the green buildings offer. However, whilst the supply of green buildings is increasing, the satisfaction of the occupants requires evaluation. This research investigated the satisfaction of the occupants of certified residential green buildings in the Greater Kuala Lumpur. The research was based on a cross-sectional survey questionnaire comprising 15 performance factors and 118 green building occupants. The survey forms were administered through hand delivery. The satisfaction of the occupants with respect to the ability of the buildings to accommodate the elderly and the disabled was very high. The occupants were also satisfied with the acoustics, overall lighting, layout, and overall air quality of the buildings. The factor analysis structured the performance factors into four clusters, namely, lighting, indoor environmental quality, operating cost, and spatial. The findings will be useful for the design teams because developers and city planners and the green rating certifiers and facilitators make their decisions on the prioritisation of the performance criteria of the green buildings. Whilst the data were collected in Malaysia, the information is applicable to beyond Malaysia.

     

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.