Air Quality In Schools Research Articles

Variations in classroom ventilation during the COVID-19 pandemic: Insights from monitoring 36 naturally ventilated classrooms in the UK during 2021

Seasonal changes in the measured CO2 levels at four schools are herein presented through a set of indoor air quality metrics that were gathered during the height of the COVID-19 pandemic in the UK. Data from non-intrusive environmental monitoring units were remotely collected throughout 2021 from 36 naturally ventilated classrooms at two primary schools and two secondary schools in England. Measurements were analysed to assess the indoor CO2 concentration and temperature . Relative to UK school air quality guidance, the CO2 levels within classrooms remained relatively low during periods of warmer weather, with elevated CO2 levels being evident during the colder seasons, indicating lower levels of per person ventilation during these colder periods. However, CO2 data from the cold period during the latter part of 2021, imply that the per person classroom ventilation levels were significantly lower than those achieved during a similarly cold weather period during the early part of the year. Given that the classroom architecture and usage remained unchanged, this finding suggests that changes in the ventilation behaviours within the classrooms may have altered, and raises questions as to what may have given rise to such change, in a year when, messaging and public concerns regarding COVID-19 varied within the UK. Significant variations were observed when contrasting data, both between schools, and between classrooms within the same school building; suggesting that work is required to understand and catalogue the existing ventilation provisions and architecture within UK classrooms, and that more work is required to ascertain the effects of classroom ventilation behaviours.

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment

Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts.The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development.However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to transportation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.

Measurements of Air Quality in Kindergartens and Schools in the Republic of Slovenia before the COVID-19 Epidemic

This article presents measurements of air quality in school and kindergarten facilities, which were carried out in 311 spaces throughout the Republic of Slovenia, before taking measures to improve energy efficiency of measured buildings. During the measurements, the internal dimensions of the spaces were also measured, as well as data on the energy efficiency of buildings and weather data at the time of the measurements. The measurements focused on indoor carbon dioxide concentration levels and air temperature and relative humidity of indoor air. The performed statistical analysis of measurements shows a large dispersion of measured parameters in buildings, which cannot be statistically significantly related to the analyzed quantities. During the occupancy of the spaces, a statistically significant difference in the concentration of carbon dioxide in the indoor air between the spaces of schools and kindergartens was found. The results of the measurements were also evaluated from the point of view of the COVID-19 pandemic. The average value of measured carbon dioxide value during occupancy of the spaces was compared with the results of a model that predicts an airborne transmission risk. The measured average value of relative humidity in kindergartens shows that relative humidity was 37 %, where is the highest infection risk according to recent studies. The measured average carbon dioxide concentration in classrooms and playrooms significantly exceeds the safe concentration, predicted by the model, to prevent COVID-19 spread at the expected six-hour exposure.

Green infrastructure for air quality plus (GI4AQ+): Defining critical dimensions for implementation in schools and the meaning of ‘plus’ in a UK context

Mitigating poor quality air is vital for children's health, especially in urban areas. In recent years, attention has been paid on how to improve air quality around schools to reduce children's exposure to airborne pollutants. In this paper, we explore the use of green infrastructure for improving air quality in schools as a multifunctional nature-based solution (green infrastructure for air quality plus, ‘GI4AQ+’); a process that comprises additional (co-)benefits, trade-offs or disbenefits for the school community. We report on a collaborative, action-research project that implements a green fence in a school playground in Sheffield, UK with the specific aim of improving local air quality, but potentially provides other benefits as well as drawbacks. Our results suggest that GI4AQ+ provides multiple social, environmental, and economic co-benefits beyond air quality provisioning. Furthermore, four dimensions (place, physical and biological characteristics, and school-friendly considerations) were identified to facilitate the implementation of this type of project in other schools. Thus, GI4AQ+ appears to be a valuable strategy for school greening. These interventions may also encourage school communities to identify and procure the delivery of other co-benefits from green infrastructure.

Children's exposure to PM2.5 and its chemical constituents in indoor and outdoor schools urban environment

A school environment with good indoor air quality contributes to the children's performance and learning efficacy. This study aims to determine indoor and outdoor PM2.5 concentrations in school environments and its possible sources and exposure levels. Daily measurements of PM2.5 samples were collected for 24 h using low volume samplers from 19 primary schools in densely populated areas of Kuala Lumpur. Chemical species of the PM2.5 were determined for trace metals, water soluble inorganic ions (WSII) and polycyclic aromatic hydrocarbons (PAHs) for both indoor and outdoor. The results showed that classroom indoor PM2.5 levels had an average concentration of 42.0 ± 23.1 μg m−3, which was not much different from outdoor levels, which have an average concentration of 39.9 ± 21.9 μg m−3. However, there was a significant difference between indoor and outdoor chemical constituents for Fe, Zn, Cu, Mn, Na+, B[b]F and B[a]P (p < 0.05). The major components of PM2.5 mass indoors and outdoors were SO42− (3.9% and 3.6%) and NO3− (2.4% and 2.4%), respectively. The results from Positive Matrix Factorization (PMF) identified building materials (34%) as the major source for indoors, while secondary pollutants (38%) were identified as the major source for outdoors. Hazard quotient (HQ) values for all metals were <1 indicated low non-carcinogenic risk to school children, while the excess lifetime cancer risk (ELCR) values were in the sequence of Cr > Ni > Cd > Pb. Overall, PM2.5 concentrations impacted the air quality in schools and posed health risks to children, which means measures need to be taken to reduce PM2.5 pollution in school environments.

Natural ventilation in classrooms for healthy schools in the COVID era in Mediterranean climate

Indoor air quality in schools has a direct impact on the performance and wellbeing of students. In 2020, the health emergency required the reconsideration of ventilation conditions in indoor spaces, especially for educational buildings. This paper advances previous investigations to identify affordable, sustainable, and healthy designs for the refurbishment and new construction of schools, analysing the design parameters of the buildings and the indoor air quality in a representative sample of schools in the Mediterranean climate. The set of schools represents the regional composition regarding ages, daily scholar schedules and building designs. This study evaluates indoor CO2, TVOCs, PM 2.5 and PM 10, concentration profiles regarding indoor temperature, relative humidity, and occupation rates to identify adequate natural ventilation strategies. The results show a wide dispersion in CO2 concentrations, ranging between 4110 and 5366 ppm (peak values), TVOC mean concentration varies from 206.99 μg/m3 to 589.71 μg/m3 and particulate matter fractions ranging between 1.14 and 15.6 μg/m3 for PM 2.5 and 2.04 and 34.86 μg/m3 for PM 10 during the occupancy period. Concentrations are related to the effect of ventilation actions, the occupation rates and the metabolism of occupants. The combination of values shows how natural ventilation designs can assure adequate indoor air quality within comfort conditions under these mild climate conditions.

Spatial Concentration of Carbon Components in Indoor PM2.5 of School Classrooms in a Large City of Korea

On increasing the importance of indoor air quality in urban schools of Korea, a comprehensive investigation of PM2.5 was carried out focusing on carbon contents. According to the analysis results, PM2.5 of the classrooms distributed 14.5 μg/m3 to 40.2 μg/m3, which was lower than National Guidelines (35 μg/m3 for 24 h average), and it contained 45.4 ± 10.9% of carbonaceous matters including organic carbon (OC) and elemental carbon (EC). Carbons were proportionally correlated with externally occurring ion species, but OC was found more inside (9.5 μg/m3) than outside (5.9 μg/m3). This indicates that school children are exposed to a variety of polymeric chemicals in the classroom. The current data obtained in this study can be used to inform the establishment of a national school air quality management policy.

Assessing ventilation strategies in a school with observed indoor air problems

Purpose Poor indoor air quality in schools is a worldwide challenge that poses health risks to pupils and teachers. A possible response to this problem is to modify ventilation. Therefore, the purpose of this paper is to pilot a process of generating alternatives for ventilation redesign, in an early project phase, for a school to be refurbished. Here, severe problems in indoor air quality have been found in the school. Design/methodology/approach Ventilation redesign is investigated in a case study of a school, in which four alternative ventilation strategies are generated and evaluated. The analysis is mainly based on the data gathered from project meetings, site visits and the documents provided by ventilation and condition assessment consultants. Findings Four potential strategies to redesign ventilation in the case school are provided for decision-making in refurbishment in the early project phase. Moreover, the research presents several features to be considered when planning the ventilation strategy of an existing school, including the risk of alterations in air pressure through structures; the target number of pupils in classrooms; implementing and operating costs; and the size of the space that ventilation equipment requires. Research limitations/implications As this study focusses on the early project phase, it provides viewpoints to assist decision-making, but the final decision requires still more accurate calculations and simulations. Originality/value This study demonstrates the decision-making process of ventilation redesign of a school with indoor air problems and provides a set of features to be considered. Hence, it may be beneficial for building owners and municipal authorities who are engaged in planning a refurbishment of an existing building.

The Role of Pediatric Health-care Providers in Promoting Students' Asthma Health.

The Role of Pediatric Health-care Providers in Promoting Students' Asthma Health.

Self-reported voice disorders of teachers and indoor air quality in schools: a cross-sectional study in Finland

Objective We aimed to study the association between self-reported voice disorders among teachers and indoor air quality in school buildings. Methods We performed a questionnaire study of 538 Finnish teachers working in 67 school buildings utilizing both perceived and technical evaluations; the agreement between these two assessments was also studied. The technical assessment was provided by technical experts. Results Teachers with voice disorders reported significantly more complaints from indoor air than those without voice disorders. The results also indicated a possible connection between the technical assessment and voice disorders. After adjustment for sex, stress and asthma, the prevalence of voice disorders was 47% higher in teachers working in renovated buildings compared to those working in the non-problem buildings (aRR1.47; CI 95% 1.11–1.95). The prevalence of voice disorders was 28% higher among teachers working in buildings with problems compared to those working in non-problem buildings (aRR 1.28; 95% CI 0.99–1.64). Discussion In our study, poor perceived indoor air was significantly associated with self-reported voice disorders in teachers and there was an agreement between the perceived and technical assessments. Our results also indicated a possible connection between the technical assessment and voice disorders. Our results imply the need for longitudinal research with technical assessment to study the effect of renovation on voice disorders.

Indoor air quality in schools in Beijing: Field tests, problems and recommendations

This study investigated indoor CO2 and PM2.5 real-time concentrations together with air temperature, humidity and air-cleaning effectiveness of 33 classrooms in 21 schools in Beijing, China by natural ventilation with air cleaners (NV system) compared to mechanical ventilation with fresh air ventilators (MV system).We found that: (1) The proportions of PM2.5 concentrations >37.5 μg/m3 when the classrooms were occupied were 28 % and 31 % in MV and NV classrooms. (2) During periods of severe ambient pollution, the averaged PM2.5 I/O ratio was 0.47. (3) The proportions of CO2 concentrations >1000 ppm when the classrooms were occupied were 40 % and 60 % in MV and NV classrooms, although we note that the maximum CO2 concentration in NV classrooms occasionally exceeded 5000 ppm. (4)The mean ventilation rate was only 1.9 L/(s⋅person) during class in NV classrooms, and the air exchange rates (AERs) for NV and MV classrooms were smaller by 58 % and 4 % during class in times of severe ambient pollution than during those days that ambient PM2.5 ≤35 μg/m3. (5) During the days close to the beginning or end of central space heating, both MV and NV classrooms had indoor air temperatures lower than the 18 °C mandated by the Chinese Thermal Comfort Standard (GB/T 17225-2017). (6) Although MV systems showed lower energy efficiency than NV systems in removing PM2.5 in classrooms, the benefits of CO2 reduction and ventilation rates increase afforded by MV systems are important. These findings can help to identify or develop a suitable ventilation system (NV or MV system) and an operating strategy in classrooms in severe ambient pollution regions.

Overheating and indoor air quality in primary schools in the UK

It is estimated that school buildings in the UK are responsible for up to 15% of the total energy consumption of public and commercial buildings.Indoor thermal comfort and air quality in school classrooms are of global concern due to their significant effects on pupil health, academic performance and productivity.Providing good indoor air quality and thermal comfort in school buildings can be difficult, with global warming’s consequences exacerbating the situation. Recent studies have demonstrated that many new school buildings are failing to meet minimum comfort standards, leading to low productivity and need for energy-hungry air conditioning devices. In this work, the authors conducted field studies to assess the indoor air quality and overheating levels in eight recently built classrooms in two new low-carbon primary schools during heating and non-heating seasons. Monitored variables included globe temperatures, air temperatures, surface temperatures, carbon dioxide (CO2), and particles matter with a diameter of less than 2.5 µm (PM2.5), airstream velocity and relative humidity. The analyses indicated that most of these classrooms had experienced overheating for more than 40% of school hours, as well as revealing that CO2 concentration levels were above the maximum threshold of 1000 ppm for more than 60% of school hours in heating and non-heating seasons, and that PM2.5 reached levels higher than 20 μg/m3 during the heating season and 10 μg/m3 during the non-heating season, suggesting annual individual exposure higher than recommended health guidelines.

Proposal for improvement and management status of indoor air quality in School

Proposal for improvement and management status of indoor air quality in School

학교교실 미세먼지 저감을 위한 공기환경조절시스템 현황분석

In this study, we examined the standards for indoor fine dust concentration and investigate the design of an indoor air conditioning system that could remove indoor fine dust. Based on contents taken from the Nara Market Site, we collected, organized, and analyzed data on air purifiers and air circulators (the representative indoor air quality control systems). Additionally, we also investigated and analyzed the current status and statistics of the maintenance of school air quality control systems in Gyeonggi-Do. According to the current status of maintenance for school air quality management systems among 397 schools in Gyeonggi-do, this study found that air quality control measures were applied the most often in elementary schools, and that the MERV15 grade filter was used the most.

On-Site Monitoring Indoor Air Quality in Schools: A Real-World Investigation to Engage High School Science Students

This article describes the on-site monitoring of indoor air quality (IAQ) in school classrooms and laboratories. The students were personally involved in the monitoring experience, by using low-cost IAQ sensors, and then in evaluation and interpretation of the measured values. The joint school–university project, which provides lessons, equipment, and support to high school classes, is a model of how to engage students in real-world science research and learning. The obtained results pointed out two alerts: unacceptable high levels of fine particle matter (PM2.5)—mainly entered into indoor environments from highly polluted outdoor air—and uncomfortably high CO2 levels—due to classroom crowding and inadequate ventilation.

A Systematic Review on School Air Quality and Its Impact on Student’s Health in Tropical Countries

Poor air quality in school areas has a negative impact on the student&amp;rsquo;s health. Several studies in tropical countries have reported the risk exposure and environmental factors that were associated to the air quality in school areas. This paper presents a review of several case study research associated to air pollutants and environmental factors on the surrounding school environment and the health impact on students in tropical country. We selected and reviewed 18 research papers related to air quality in schools. The selection method was based on the inclusion and exclusion criteria. Throughout these studies, the most common source of air pollutants found in the classroom was particulate matter. Air quality in schools is affected by the distance between the school and the source of pollutants, ventilation, inhabitant, and season. Exposure to poor indoor air quality can increase health risk, respiratory problems, ocular problems, and students&amp;rsquo; absence from school.

Global Alliance against Chronic Respiratory Diseases demonstration project: aerosol pollution and its seasonal peculiarities in primary schools of Vilnius.

BackgroundThe growing public health concern caused by non-communicable diseases in urban surroundings cannot be solved by health care alone; therefore a multidisciplinary approach is mandatory. This study aimed to evaluate the airborne aerosol pollution level in primary schools as possible factor influencing origin and course of the diseases in children.MethodsSeasonal aerosol particle number concentration (PNC) and mass concentration (PMC) were studied in the randomly selected eleven primary schools in the Lithuanian capital, Vilnius, as model of a middle-size Eastern European city. Total PNC in the size range from 0.01 to >1.0 μm in diameter was measured using a condensation particle counter. Using an optical particle sizer, PNC was measured and PMC estimated for particles from 0.3 to 10.0 μm. A descriptive statistics was used to estimate the aerosol pollution levels.ResultsDuring all seasons, local cafeterias in the absence of ventilation were the main sources of the elevated levels of indoor PMC and PNC (up to 97,500 particles/cm3). The other sources of airborne particulates were the children's activity during the lesson breaks with PMC up to 586 μg/m3. Soft furniture, carpets in the classrooms and corridors were responsible for PMC up to 200 μg/m3. Outdoor aerosol pollution (up to 18,170 particles/cm3) was higher for schools in city center. Elevated air pollution in classrooms also resulted from intermittent sources, such as construction work during classes (200–1000 μg/m3) and petrol-powered lawn trimmers (up to 66,400 particles/cm3).ConclusionThe results of our survey show that even in a relatively low polluted region of Eastern Europe there are big differences in aerosol pollution within middle-sized city. Additional efforts are needed to improve air quality in schools: more frequent wet cleaning, monitoring the operation of ventilation systems, a ban on construction works during school year, on a use of sandblasting mechanisms in the neighborhood of schools.

Passive sampling to control air quality in schools: Uptake rate determination and application.

In this paper, we provide a detailed description of the application of passive sampling with Carbopack X tubes followed by thermal desorption-gas chromatography-mass spectrometry (TD-GC-MS) to determine the concentrations of volatile organic compounds (VOCs) in different school environments. The main objective of the study was to monitor VOCs in seven indoor and three outdoor environments at a school in Tarragona, Spain. However, in order to obtain more accurate information, it was necessary to determine the experimental diffusive uptake rates of the target VOCs in indoor settings through parallel passive and active sampling in one classroom. The results showed experimental diffusive uptake rates in the range of 0.38mLmin-1 and 0.95mLmin-1 with RSD % below 5% for up to 44 VOCs. The monitoring results showed that ethanol (23.84-83.16µgm-3 ) and isopropyl alcohol (5.42-25.92µgm-3 ) were the most common compounds found in indoor environments, with cleaning products as the main emission source. The VOCs i-pentane and n-pentane were found at the highest concentrations in the three sampling sites set in the school's playground, and their concentrations were strictly related to combustion processes from automobile traffic.

The effect of the shoeless course on particle concentrations and dust composition in schools

Airborne particles may effect on indoor air quality in schools. One significant particle source is outdoor dust and soil transported indoors on people's shoes, which may be resuspended, and further inhaled by pupils and teachers. In many Finnish schools, shoes are taken off by coat racks near the classrooms (shoe schools). The new course of action is to take shoes off right when entering the building (sock schools). In this study, particle mass and number concentrations, together with chemical composition of the dust were investigated in sock and shoe schools. According to results, PM10 and PM15 concentrations in corridors were significantly higher in shoe schools compared to sock schools (p < 0.05). The shoeless course did not affect on the particle number concentrations, but the increases in the number concentrations originated from diners. The elemental concentrations (Li, Al, Si, Cr, Mn, Fe, Co, Ni, Cu, Zn, Cd, Ba, Pb) in settled dust were also higher in shoe schools compared to sock schools, and the Zn concentrations differed significantly (p < 0.05). In conclusion, this study showed that by taking the shoes off when entering the school building you can enhance the indoor air quality by reducing the particle mass concentrations.

Healthy schools, healthy children – achieving climate-friendly and health promoting buildings for future generations

Abstract Children spend a significant amount of their time in schools indoors, and the quality of this indoor environment influences their health and their ability to learn. Recent studies have demonstrated the specific vulnerability of children to air pollution, especially particulate matter (PM). However, awareness among the public, parents and policy-makers on indoor air quality in schools is low, and media reports are scarce. Therefore policy measures have largely focused on providing clean air outdoors. With the political drive to improve the climate footprint of buildings, including schools, there is an urgent need to consider air quality and health. The presentation will present results from a project by the Health and Environment Alliance on citizens science monitoring of outdoor and indoor air quality in more than 40 schools in 6 European capitals, Berlin, Paris, Madrid, Warsaw, Sofia and London in the spring of 2019. Pollutants measured included PM and NO2; as well as CO2 concentrations. Strategies on how to achieve an energy efficient and health promoting school environment will also be discussed.