schools

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.

In 2011, the Danish Energy Agency initiated a study into ventilation solutions for the retrofit of schools to identify the most promising technologies. The reason was an increasing awareness that the ability of school children to absorb, adapt and use knowledge was affected negatively by inadequate ventilation rates. This paper presents an output of this study. A method for evaluation of the ventilation systems is proposed. The method consists of three categories with a clear separation to create a scoring board that facilitates transparent and unbiased evaluation.

EU energy policy encourages member states and public authorities to start converting building stock into nearly Zero Energy Buildings (nZEB) and adopting exemplary actions. ZEMedS project focuses on the issues related to the refurbishment of schools to nearly Zero Energy Buildings (nZEB) in France, Greece, Italy and Spain. Presently, there is a gap in national regulation of Mediterranean countries to embody the 2012/27 EED as far as renovation rates of public buildings are concerned.

The present study aims at investigating carbon dioxide (CO2) concentrations inside elementary schools’ classrooms and how students’ productivity is affected. Measurements were conducted in 9 naturally ventilated schools of Attica from April to May 2013. Monitoring lasted for 7 hours per day, for a period of one to five days per school. CO2 concentrations were monitored simultaneously in the inside and the outside environment of the classrooms. Indoor concentrations of CO2 in almost all schools were higher than the ASHRAE threshold limit values.