Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms

Jørn Toftum,Rune Andersen,Jose Joaquin Aguilera Prado,Kristian Kolstrup,Daniel Sloth Hauberg,Geo Clausen

doi:10.1016/j.enbuild.2021.111274

Abstract

A simplified modelling framework for the prediction of the indoor environment, energy use and socio-economic consequences of improving air quality and temperature in school buildings is suggested. The framework combines established models for infiltration and different modes of ventilation to estimate yearly distributions of the classroom temperature and CO2 concentration. These distributions are used as input to a prediction of pupil performance of schoolwork, their attendance at school, and teacher absence before and after refurbishment of their school building. Eventually, the framework estimates the socio-economic consequences of an improved classroom environment for a school and may be used to evaluate the feasibility of a range of different refurbishment scenarios and support decisions on building upgrades.

Highlights

Across countries, climate regions and building traditions, elementary school classrooms regularly experience inadequate indoor environments [1,2,3,4,5,6,7]
The framework combines established models for infiltration and different modes of ventilation to estimate yearly distributions of the classroom temperature and CO2 concentration. These distributions are used as input to a prediction of pupil performance of schoolwork, their attendance at school, and teacher absence before and after refurbishment of their school building
Based on calculation methods reported in the scientific literature and in international standards, a transparent model framework was established to estimate indoor temperature and air quality to evaluate the socio-economic consequences of energy efficiency and indoor environment upgrades of classrooms

Summary

Introduction

Climate regions and building traditions, elementary school classrooms regularly experience inadequate indoor environments [1,2,3,4,5,6,7]. There are many reasons why classroom conditions are often worse than recommended by relevant standards and guidelines, including inadequate financial resources for the upgrade of ageing school buildings and emphasis on energy conservation [18]. A cautious estimate indicates a maintenance backlog of at least 1.9 billion € for these buildings [20]. This includes costs incurred in both unaccomplished maintenance and energy refurbishment. We have not been able to find similar estimations from other countries, but the mag-

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