Breathing Achievement: Unlocking Optimal Air Quality in Schools

We all agree that the quality of the air we breathe in our built environment matters. But are we truly equipped to describe and deliver optimal indoor environments, especially in our schools? This question took center stage at the Eurovent Conference on Air Quality in Schools, where industry experts, researchers, and policymakers gathered to discuss "Breathing Achievement into Every Classroom." Air Quality Matters was on location, capturing a crucial conversation with Corinne Mandin , Pawel Wargocki , and Henry Burridge , diving into the complexities of indoor environmental quality in schools.

The Holistic View: Beyond Just Air Quality

The discussion quickly expanded beyond solely focusing on air quality. Paweł Wargocki emphasised the need for a holistic approach, considering thermal comfort, acoustics, and lighting alongside air quality. He highlighted that while we've long understood the effects of indoor environments on adults, we're now gaining clarity on the specific needs of children. "We know what is the optimal environment for children," he stated, stressing the importance of learning as a primary focus. Health, of course, remains paramount, but cognitive performance and educational outcomes are equally crucial.

Corinne Mandin, drawing from her extensive work with the French Air Quality Observatory, echoed this sentiment. Their nationwide survey from 2013 to 2017 took a comprehensive approach, measuring not just airborne pollutants but also contaminants in settled dust, noise levels, illuminance, and temperature. This holistic view, she argued, is essential for truly understanding the indoor environment's impact on children.

TAIL: A Benchmarking Tool for Schools

The complexity of indoor environmental quality necessitates a practical tool for assessment. This is where TAIL (Thermal, Acoustic, Illumination, and Indoor Air Quality) comes in. Developed by Paweł, Corinne, and their team, TAIL provides a benchmarking method to assess schools and identify specific problem areas. It recognises that "not all schools would require the same solution," emphasising the need for a tailored approach, much like a doctor's diagnosis.

Bridging the Gap: Science Meets Stakeholder Perception

Henry Burridge highlighted the gap between scientific understanding and stakeholder perception. While scientists can define optimal indoor environments, teachers and pupils may primarily focus on factors like noise and light. He emphasised the need for better communication and education, translating scientific findings into actionable insights for those who use and manage classrooms.

Evidence and Action: Connecting Indoor Environment to Outcomes

A critical question emerged: can we definitively link improved indoor environments to tangible educational outcomes? While isolating the impact of individual factors is challenging, the consensus was clear: improvements are worthwhile. Studies have shown correlations between ventilation, cognitive performance, and infection rates. Corinne cited epidemiological research linking formaldehyde concentrations to asthma crises and mold to respiratory issues.

Paweł stressed that while individual school improvements may be difficult to isolate, "on a population level...if you shift all your schools to the better environment, you'll certainly get a better result." He also emphasised the importance of monitoring..

Pathways to Improvement: Monitoring, Solutions, and Collaboration

The discussion then turned to practical steps for improvement. Henry emphasised the need for increased ventilation provision, routine monitoring, and evidence-based decision-making. Corinne advocated for a "short list of indoor pollutants" for easy and affordable measurement, alongside guidance on selecting low-emitting materials and cleaning products.

The experts all agreed that a multi-pronged approach involving government, industry, and stakeholders is necessary. Citizen science, particularly through educational programs, can play a vital role in raising awareness and empowering communities. New builds offer a clean slate for designing optimal environments while existing schools require targeted interventions and retrofits.

The Call to Action: Awareness and Involvement

Ultimately, the key takeaway was the need for increased awareness and involvement. Corinne emphasised the importance of convincing stakeholders of the issue's significance, while Henry called for raising indoor air quality up the public consciousness. Paweł stressed the need for collaboration across disciplines and a focus on solutions rather than just research.

Actionable Insights:

• Holistic Assessment: Consider thermal comfort, acoustics, and lighting alongside air quality in school environments.

• Targeted Solutions: Utilize benchmarking tools like TAIL to identify specific problem areas and tailor interventions.

• Stakeholder Engagement: Educate and empower teachers, pupils, and parents to understand and manage their indoor environments.

• Evidence-Based Action: Prioritize routine monitoring and use data to drive decision-making and demonstrate impact.

• Collaborative Approach: Foster collaboration between government, industry, and researchers to develop and implement effective solutions.

• Prioritise New Builds: Design new schools with optimal indoor environmental quality as a fundamental principle.

• Retrofit Opportunities: Integrate indoor environmental improvements into existing school refurbishment and retrofit projects.

By embracing a holistic approach, leveraging data-driven insights, and fostering collaboration, we can create healthier and more conducive learning environments for our children.

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