schools

With many existing Austrian school buildings to be renovated in the coming years, there are debates between stakeholders, about which ventilation strategy to pursue in existing schools. Therefore, different intervention strategies such as retrofitting ventilation systems, installing CO₂-monitoring signals, or raising awareness among teachers and students should be evaluated. This paper presents the preliminary results of the project “DIGIdat” on air quality measurements in the first quarter of 2023.

Today, more than 26 million European children are living in unhealthy homes putting them at higher risk of experiencing health problems. Good air quality, sufficient access to daylight and adequate ventilation are important for creating a healthy indoor environment in any home, with the effects reaching far beyond childhood. Our research is based on analysis of the Eurostat microdata from the EU-wide survey “Income and Living Conditions in Europe” (EU-SILC).

Indoor environmental quality in educational buildings is recognized as a crucial aspect for the achievement of the learning outcomes for students. Nevertheless, indoor school conditions are often found unsatisfactory in several European countries, including Italy, especially as regards indoor air quality IAQ. For instance, taking CO2 concentration as IAQ indicator, the threshold of 1000 ppm is often overcome, suggesting insufficient ventilation rates.

Nowadays people spend an average of 87% of their time inside buildings. Schools are a particularly delicate type of buildings for several reasons. Firstly, their primary occupants such as children, boys and girls are more vulnerable than adults, and spend a large portion of their time in schools. Secondly, pupils, but also teachers and other school personnel have often little or no control on the indoor environmental quality (IEQ). Thirdly, school buildings are usually either old and cannot ensure an adequate IEQ (e.g.

In the UK, people spend over 90% of a day indoors. On weekdays, when outdoor air pollution concentrations peak in the morning and in the late afternoon, people are usually either in non-domestic premises or on their way to/from non-domestic premises. Therefore, establishing the distributions of indoor air pollutant concentrations in non-domestic environments is essential to model human exposure to hazardous air pollution, especially for vulnerable populations, such as schoolchildren or patients in hospitals.

The serious social and health crisis faced as a result of the spread of SARS-Cov 2 has highlighted the weaknesses of human beings but has mainly highlighted the inadequate static response of existing buildings; all those confined spaces characterised by the simultaneous presence of a large number of people, such as classrooms, have shown, over the past two years, how unhealthy are because of the high possibility of contraction of the virus inside them.

The ClimACT project has been developed under the priority axis “Low Carbon Economy” of the Interreg SUDOE program. It aims to support the transition to a low carbon economy in schools. Environmental audits addressing energy and water consumptions, waste management, travels to school, procurements and green spaces have been carried out in 38 pilots schools of Portugal, Spain, France and Gibraltar. Indoor air quality and ventilation measurements were also achieved. The concentrations of 9 aldehydes and 10 selected VOCs were measured from passive sampling in two classrooms of each school.

Combining heat recovery with natural ventilation is a relatively new topic of significant academic and commercial interest. The present study shows the performance of a recently developed Passive Ventilation system with Heat Recovery (PVHR) installed in a primary school building.

In high density occupation rooms, it is necessary to control indoor air quality (IAQ) combined with other comfort parameters. An adequate IAQ in classrooms enhances children learning and academic results are improved.