Poor Indoor Air Quality - What is the solution?
19.01.2010
As new building air tightness standards have improved and refurbished schools have less air leakage around doors and windows, infiltration ventilation rates within both new and refurbished education buildings have been reduced [1], resulting in high levels of carbon dioxide (CO2). Ironically, before the demolition of the older and apparently "unfit" education buildings and places of work have now been redesigned and constructed in a way that some might say, have the "Sick Building Syndrome" [1]. These recent developments were to tackle the longstanding issues of draughty buildings. Yet, ventilation was never thought as problematic before these improvements were made, as the wind circled around the buildings, replacing the air on a regular basis.
New building air tightness standards that reduce air leakage into buildings can lead upto a build up of carbon dioxide (CO2) in classrooms and can result in inadequate conditions for teaching and learning. The DfS Building Bulletin 101 states that;
"In teaching and learning spaces, in the absence of any major pollutants, carbon dioxide (CO2) is taken to be the key indicator of ventilation performance for the control of indoor air quality" [2].
Distressing as it may be, few schools are sufficiently tackling this problem of indoor air quality (IAQ) and exceeded levels of carbon dioxide (CO2) in air tight buildings. John B. Lyons, author of Do School Facilities Really Impact a Child's Education, declared that;
"We cram many more students into a classroom than we do adults in offices, and we expect them to learn huge amounts of information everyday...Adults working in these environments would probably sue their employer, but kids don't recognize the signs of bad indoor air quality and are really dependent on their teachers and school administrators to take action" [3].
The IEQ Review made an interesting point in their article "Sick Schools Can Mean Sick Kids" which stated;
"...for years, studies have reported that poor indoor air quality and exceeded levels of carbon dioxide (CO2) can cause illnesses, sourcing some kids to miss school" [3]
Data now proposes that deprived Indoor Air Quality and exceeded levels of carbon dioxide (CO2) in air tight buildngs can shrink a persons ability to execute specific mental activities requiring concentration and memory.
Ventilation systems incorporating carbon dioxide monitors can be designed to provide optimum indoor air quality to keep children alert through their lessons [1]. Many success stories are surfacing where researchers are finding clear associations between clean and healthy indoor air and improved student performance.
The DfES Building Bulletin 101 - Ventilation of School Buildings [2] supports the Building Regulations Part F (7) in laying out the requirements for ventilation in schools. It clearly states that;
"Ventilation should be supplied to limit the level of carbon dioxide (CO2) in all teaching and learning environments so that...when the levels of carbon dioxide (CO2) is measured at seated head height, during the continuous period between the start and finish of teaching on any day, the average concentration should not exceed 1500ppm". [2]
This is a boundary value that states that at any time, including when teaching, the pupils and teachers should have the freedom to lower the carbon dioxide (CO2) concentration to 1000ppm.
A study involving 800 students from eight different schools in Europe [5] [6], measured student performance related to indoor air quality. The data collated at the end of the study indicated that health symptoms and the students' ability to concentrate were related to carbon dioxide (CO2) measurements in the classroom. The students were given a health symptom questionnaire on which to record data, and a computer based program scored their ability to concentrate. The results showed that in classrooms where Carbon Dioxide (CO2) levels were high, students' scores were low and their health symptoms responses were high.
A study carried out by Professor Clements-Croome [5] came up with the same conclusions. He investigated the Indoor Air Quality in 8 primary schools across southern England and results showed a connection between the environment in classrooms and pupils' learning ability. The air quality conditions in the classrooms were found to be inadequate for teaching activities during about 35% of the school hours [5]. The Carbon Dioxide (CO2) levels in the classrooms studied were 3.5 times the existing recommended concentrations of 1500ppm [5].
A hoard of studies carried out since 1984 upto recent years [4][5][6][7][8][9][10][11][12][13]have all reported similar findings that carbon dioxide (CO2) measurements exceeded 1000ppm ventilation guidelines across Europe, America and Japan.
It was therefore necessary to test whether carbon dioxide (CO2) monitoring systems can make a difference. Mechanical ventilation systems were installed and the tests were statistically significant. They confirmed that, with Indoor Air Quality management and adequate levels of carbon dioxide (CO2) including source control and adequate ventilation, student performance can improve. In other words, Carbon Dioxide (CO2) monitoring is a must for maintaining high levels of teaching and learning in the classroom. Apte and Angell [14] support that healthy indoor environments are a necessity if a high standard of education is to be expected. They argue that although peer-reviewed literature on this subject is sparse, there is a clear indication that classroom ventilation and indoor air quality is typically inadequate.
For more information on the articles referenced in the paper and on Indoor Air Quality issues, please see the resources section on the site.
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