Arvind Tiwari

Poor environmental quality in school classrooms can have a detrimental impact on children’s health, nevertheless, the association between air pollutants and physical features of classrooms is poorly understood. We monitored particulate matter (PM), carbon dioxide (CO2) and thermal comfort in sixty classrooms across ten London primary schools using similar equipment to produce a comparable dataset. The overall research objective was to understand the association of classroom air quality with occupancy levels, floor types, classroom locations, classroom volume, ventilation types and different year groups. Average in-classroom PM10 (29±20), PM2.5 (10±2) and PM1 (5±2 μg m-3) during occupied hours were ∼150% (PM10) and 110% (PM2.5) higher compared to non-occupied hours. PM10 concentration was reduced by 30% for dual (mechanical+natural) compared to natural ventilation only; the corresponding reduction was slightly lower for PM2.5 (28%) and PM1 (20%). PM10 almost doubled for wooden floored classrooms compared with those having carpets. During high occupancy (>26 occupants), the average CO2 (935±453 ppm) was ∼140% higher than non-occupancy. The average CO2 in classrooms occupied by younger children (reception and year one) was ∼190% higher than those with older children (years eight and nine). 68% of classrooms exceeded the recommended levels of 40% relative humidity. Low PM10 concentrations coincided with low CO2 concentrations in classrooms across all schools. These findings highlight the importance of simultaneously addressing both thermal comfort and the resuspension of PM10 to achieve comprehensive improvements in classroom air quality. Classroom settings where indoor environment is likely to be compromised can also be identified and addressed.

The health and academic performance of children are significantly impacted by air quality in classrooms. However, there is a lack of understanding of the relationship between classroom air pollutants and contextual factors such as physical characteristics of the classroom, ventilation and occupancy. We monitored concentrations of particulate matter (PM), CO2 and thermal comfort (relative humidity and temperature) across five schools in London. Results were compared between occupied and unoccupied hours to assess the impact of occupants and their activities, different floor coverings and the locations of the classrooms. In-classroom CO2 concentrations varied between 500 and 1500 ppm during occupancy; average CO2 (955 ± 365 ppm) during occupancy was ∼150% higher than non-occupancy. Average PM10 (23 ± 15 μgm-3), PM2.5 (10 ± 4 μgm-3) and PM1 (6 ± 3 μg m-3) during the occupancy were 230, 125 and 120% higher than non-occupancy. Average RH (29 ± 6%) was below the 40–60% comfort range in all classrooms. Average temperature (24 ± 2 °C) was >23 °C in 60% of classrooms. Reduction in PM10 concentration (50%) by dual ventilation (mechanical + natural) was higher than for PM2.5 (40%) and PM1 (33%) compared with natural ventilation (door + window). PM10 was higher in classrooms with wooden (33 ± 19 μg m-3) and vinyl (25 ± 20 μgm-3) floors compared with carpet (17 ± 12 μgm-3). Air change rate (ACH) and CO2 did not vary appreciably between the different floor levels and types. PM2.5/PM10 was influenced by different occupancy periods; highest value (∼0.87) was during non-occupancy compared with occupancy (∼0.56). Classrooms located on the ground floor had PM2.5/PM10 > 0.5, indicating an outdoor PM2.5 ingress compared with those located on the first and third floors (300 m3) classroom showed ∼33% lower ACH compared with small-volume (100–200 m3). These findings provide guidance for taking appropriate measures to improve classroom air quality.

Providing children with a clear understanding of climate change drivers and their mitigation is crucial for their roles as future earth stewards. To achieve this, it will be necessary to reverse the declining interest in STEM (Science, Technology, Engineering and Mathematics) education in schools in the UK and other countries, as STEM skills will be critical when designing effective mitigation solutions for climate change. The ‘Heat-Cool Initiative’ was co-designed and successfully implemented in five primary/secondary UK schools, as a playful learning tool to unleash student interest in STEM subjects. 103 students from two cohorts (years 5-6 and 7-9) participated in five Heat-Cool activity sessions where they used infrared cameras to explore the issue of urban heat. Their learning was evaluated using a multi-functional quantitative assessment, including pre- and post-session quizzes. Climate change literacy increased by 9.4% in primary school children and by 4.5% in secondary school children. Analyses of >2000 infrared images taken by students, categorised into 13 common themes, revealed age-related differences in children’s cognitive development. At primary school age, images of the ‘self dominated; secondary school children engaged more with their physical environment. This novel approach demonstrated the importance of developing tailored technology-enhanced STEM education programmes for different age cohorts, leading to a high capacity for improving learning outcomes regarding climate change. Such programmes, embedded in school curricula nationally and internationally, could become a much-needed positiv contribution to reaching the United Nation’s Sustainable Development Goals, especially Goals 4 (Quality Education) and 13 (Climate Action).