Search Results (34)

Indoor air quality (IAQ) and thermal comfort influence the health and cognitive performance of school occupants. This study investigated carbon dioxide (CO₂), nitrogen dioxide (NO₂), thermal comfort, and ventilation rates (VRs) in eight naturally ventilated (NV) primary school classrooms in Ireland during October 2024, combining environmental monitoring with teacher surveys. Mean CO₂ concentrations ranged from 796 ppm to 2469 ppm, exceeding national guidelines in seven of the eight classrooms. NO₂ levels ranged from 3.4 µg/m³ to 7.2 µg/m³, with indoor/outdoor ratios increasing with VRs and influenced by window orientation and road proximity. Indoor temperatures remained within recommended limits, while relative humidity ranged from 53% to 78% mirroring CO₂ trends and exceeding guideline levels in classrooms with lower VRs and temperatures. Occupied VRs ranged from 1.2 L/p/s to 4.1 L/p/s with window opening behaviours, reliant on teachers’ perceptions of thermal comfort, accounting for 84% to 96% of VRs. Ventilation in NV classrooms is often insufficient, yet increasing VRs can compromise thermal comfort and increase ingress of outdoor pollutants and noise. The findings highlight the ineffectiveness of current school ventilation standards, which rely heavily on user operation. Integrating occupant-led strategies, including scheduled purging, awareness campaigns, and pre-emptive air quality alerting, into policy offers practical, immediate pathways to improving IAQ, fostering healthy, sustainable learning environments. Full article

Background: Prolonged use of electronic devices in virtual classrooms can influence posture, neck angle, and body discomfort. Recent evidence suggests that not only “incorrect” postures but also sustained static positions, regardless of being ergonomically correct, contribute to musculoskeletal strain. However, limited studies have directly compared posture and discomfort across different types of devices in a virtual classroom setting. Objective: To evaluate differences in posture, neck angle, and body discomfort among female university students during the use of three electronic devices (smartphone, tablet, notebook) in a virtual classroom for 20 min. Methods: Twenty-four healthy female participants (aged 18–23 years) completed three randomized sessions using a smartphone, tablet, or notebook in a virtual classroom task. Posture was assessed using the Rapid Upper Limb Assessment (RULA), neck angle was measured via motion analysis, and body discomfort was rated with a standardized visual analog scale. Statistical analyses were performed using repeated-measures ANOVA with Bonferroni correction, with effect sizes reported. Results: Significant differences were observed in posture (RULA scores: smartphone 5.12 ± 1.26; tablet 4.62 ± 1.35; notebook 4.21 ± 1.32, p < 0.05), neck angle (smartphone 32.48 ± 11.81 and tablet 36.93 ± 7.97, p > 0.05; notebook 39.30 ± 7.82, p > 0.05), and body discomfort of all regions (VAS: smartphone 1.08 ± 1.69; tablet 1.06 ± 1.75; notebook 1.01 ± 1.66, p < 0.05). Although all devices induced discomfort after 20 min of sustained posture, the smartphone condition showed the greatest neck flexion and discomfort. Conclusion: This study demonstrates that sustained posture during virtual classroom activities leads to increased neck angle deviation and body discomfort, with device type influencing the magnitude of these effects. These findings highlight the importance of postural variability and active breaks, rather than relying solely on maintaining a “correct” posture, to reduce musculoskeletal strain in technology-based learning environments. Full article

Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we applied an infant and early childhood mental health consultation model, Jump Start Plus COVID Support (JS+CS), aiming to decrease behavioral problems in children post-pandemic. Methods: A cluster randomized controlled trial compared JS+CS to an active control, Healthy Caregivers–Healthy Children (HC2), at 30 ECE centers in low-income areas in South Florida. Participants were not blinded to group assignment. Teachers reported on children’s social–emotional development at baseline and post-intervention using the Devereux Early Childhood Assessment and Strengths and Difficulties Questionnaire. We assessed whether teacher stress, classroom practices, and self-efficacy mediated the relationship between JS+CS and child outcomes. We also explored whether baseline behavior problems moderated JS+CS effects on child protective factors, relative to HC2. Results: Direct group-by-time differences between JS+CS and HC2 were limited. However, JS+CS demonstrated significant within-group improvements in teacher-reported child protective factors, behavior support practices, and classroom safety practices. Classroom safety practices consistently mediated positive changes in child behaviors, including the DECA total protective factor score and subdomains of initiative and self-regulation. Additionally, teacher perceptions of behavior support mediated gains in child attachment. Conclusions: JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention. Full article

Evaluating ventilation behavior inside classrooms in hot climates is fundamental to ensure good indoor air quality and proper thermal comfort, thus guaranteeing a healthy environment for the users. This study analyzes the impact of mixed ventilation strategies, which combine mechanical extractors and organic air cleaners (OACs), on CO₂ concentration and temperature distribution in an air-conditioned classroom with closed doors and windows. We used computational fluid dynamics simulations to analyze the effect of different extractor and OACs configurations on airflow distribution and average temperature, as well as the temporal evolution of average CO₂ concentrations inside the classroom. The configuration with one extractor and two OACs reduces CO₂ concentrations to 613 ppm, representing an effective solution with lower energy consumption. These findings demonstrate that hybrid ventilation systems can significantly improve IAQ and maintain thermal comfort, offering viable and energy-efficient alternatives for enclosed classrooms in hot climate regions. Full article

Built environment professionals are instrumental in envisioning, implementing and managing the urban realm to ensure that it is health supportive and sustainable. Central to their education is developing a deep understanding and appreciation of this responsibility and opportunity. Despite some progress in the classroom, challenges continue given the long history of siloed and separated disciplines and curricula. The climate emergency, ongoing chronic health conditions, and more recently the global pandemic demand a continued reframing of education away from the tradition of sequential, separated and unlinked faculty and school-based subjects to be transdisciplinary, experiential and authentic. Such principles are embraced by the Planetary Health Educational Framework and One Health. Against this theoretical context, we present our long-term educational practice using the GreenWay in Sydney, Australia, as an outdoor classroom for school and tertiary students. This multi-purpose, complex and nature-based green corridor in the urban heart of an international city facilitates experiential and transdisciplinary learning from a planetary health perspective. Based on the successes and challenges of our teaching, we reflect on the implications for environmental educators to deliver authentic and experiential outdoor education that inspires and empowers the next generation to create health-supportive and sustainable environments. Full article

The indoor microbiome is a dynamic ecosystem including pathogens that can impact human health. In this regard, the school environment represents the main living space of humans for many years, and an unhealthy environment can significantly condition students’ health. School rooms can suffer from insufficient ventilation and the use of building materials that may favor pathogen contamination, mostly sanitized by conventional chemical-based methods, which can impact pollution, have temporary effects, and induce the selection of antimicrobial resistance (AMR) in persistent microbes. In the search for sustainable and effective methods to improve the healthiness of the classroom environment, a pre–post case–control study was performed in an Italian high school. Over a year, different interventions were sequentially placed and evaluated for their impact on bioburden and air quality, including the introduction of plants, a mechanical ventilation system, and probiotic-based sanitation (PBS) in substitution for chemical sanitation. Through continuous microbial monitoring of the enrolled school rooms, via culture-dependent and -independent methods, a remarkable bioburden level was detected at baseline (around 12,000 and 20,000 CFU/m², before and after classes, respectively), composed mostly of Staphylococcus spp. and fungi. Some decrease in fungal contamination was observed following the introduction of plants. Still, the most significant decrease in pathogens and associated AMR was detected following the introduction of ventilation and PBS, which decreased pathogen level by >80% (p < 0.001) and AMR by up to 3 Log₁₀ (p < 0.001) compared to controls. Collected data support the use of combined strategies to improve indoor microbial quality and confirm that PBS can effectively control bioburden and AMR spread not only in sanitary environments. Full article

Teachers’ ability to manage stress and daily challenges is crucial to their professional development and well-being. By examining how Chilean elementary school teachers perceive the growth in their resilient behavior, this study seeks to determine the predominant factors that foster resilience in these individuals. Sixty-three public school teachers participated in semi-structured interviews as part of a qualitative analysis employing deductive and inductive coding. The results show that teacher resilience is built through a complex interaction between personal, professional, and contextual factors. Among the most important factors are self-care, psychosocial support, and an institutional environment that facilitates teachers’ emotional well-being. Relationships with students and their families also support this resilience, creating an atmosphere of trust and collaboration in the classroom. The study highlights that strengthening resilience not only improves the teaching experience but also has a positive impact on students’ well-being and academic performance. Integrating self-care strategies, support networks, and family alliances in teacher training and education policies is essential to developing healthy and sustainable school environments. The study concludes by emphasizing the importance of specific training programs that give teachers effective tools to manage stress and adversity better. Although limited to elementary education in Chile, this study invites future research that expands the analysis to other education levels and cultural settings, offering a more comprehensive view of resilience in education. Full article

Climatic changes lead to many extreme weather events throughout the globe. These extreme weather events influence our behavior, exposing us to different environmental conditions, such as poor indoor quality. Poor indoor air quality (IAQ) poses a significant concern in the modern era, as people spend up to 90% of their time indoors. Ventilation influences key IAQ elements such as temperature, relative humidity, and particulate matter (PM). Children, considered a vulnerable group, spend approximately 30% of their time in educational settings, often housed in old structures with poorly maintained ventilation systems. Extreme weather events lead young students to stay indoors, usually behind closed doors and windows, which may lead to exposure to elevated levels of air pollutants. In our research, we aim to demonstrate how real-time monitoring of air pollutants and other environmental parameters under extreme weather is important for regulating the indoor environment. A study was conducted in a school building with limited ventilation located in an arid region near the Red Sea, which frequently suffers from high PM concentrations. In this study, we tracked the indoor environmental conditions and air quality during the entire month of May 2022, including an extreme outdoor weather event of sandstorms. During this month, we continuously monitored four classrooms in an elementary school built in 1967 in Eilat. Our findings indicate that PM2.5 was higher indoors (statistically significant) by more than 16% during the extreme event. Temperature was also elevated indoors (statistically significant) by more than 5%. The parameters’ deviation highlights the need for better indoor weather control and ventilation systems, as well as ongoing monitoring in schools to maintain healthy indoor air quality. This also warrants us as we are approaching an era of climatic instability, including higher occurrence of similar extreme events, which urge us to develop real-time responses in urban areas. Full article

Adequate school buildings are essential for the development of children, young people, and adolescents, as they must provide conditions that support their well-being and health. A healthy and comfortable indoor environment is critical for students’ performance in the learning process. This study aims to evaluate the indoor environment in kindergartens located in northern Portugal, with a primary focus on thermal comfort and indoor air quality. To achieve this, five buildings with varying construction characteristics were monitored, with temperature and relative humidity measurements taken in classrooms of different orientations over time. Additionally, the outdoor climate was also monitored. Based on the collected data, thermal comfort was evaluated using the adaptive model defined by the European standard EN 16798. Continuous monitoring of carbon dioxide concentration was also conducted in three of these buildings. The results reveal significant heterogeneity among the buildings, demonstrating the influence of construction characteristics on the interior thermal conditions. The recorded temperatures ranged from 10 °C to 27 °C, highlighting a substantial variability in performance across the different buildings. Particularly, the orientation and size of glazed openings, together with the lack of thermal insulation in the building envelope, especially in the roof, were found to have an important impact on the thermal comfort of the occupants. Furthermore, a relationship was observed between the daily maximum carbon dioxide concentration and the outdoor temperature, as a result of users’ efforts to minimize uncontrolled air infiltration, by limiting the opening of doors and windows, with consequences in the air exchange between the interior and exterior. Full article

A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students’ learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment. Full article

Italy’s education landscape witnessed a significant reform with the introduction of alternating school–work programs known as the School–Work Alternating System (PTCO). This innovative approach aims to enhance students’ transversal skills and career orientation while addressing crucial health concerns, including indoor air and environmental quality within school environments. This study, conducted at an Italian high school in collaboration with a university as part of a PTCO initiative, engaged eight students in environmental monitoring data collection. The students focused on thermal comfort, CO₂ levels, and microbiological pollutants, collecting data in 19 classrooms and other school areas using professional instruments during February 2019. The results revealed varying thermal comfort levels and acceptable room temperatures, but inadequate ventilation and elevated CO₂ concentrations, particularly in crowded areas like the cafeteria. Microbial analysis identified potential health hazards, underscoring the need for proactive indoor air and environmental quality measures. Post-intervention data showed improved CO₂ levels, suggesting increased student awareness about the importance of air circulation. Engaging students in indoor air and environmental quality research through PTCO fosters critical thinking and civic engagement, which are crucial for sustainable development. Advocating for improved ventilation and periodic indoor air and environmental quality assessments aligns with the United Nations’ 2030 Agenda for Sustainable Development, particularly Goal 3 (Good Health and Well-being) and Goal 4 (Quality Education). The PTCO initiative empowers students to tackle real-world challenges like indoor air and environmental quality, developing essential skills and promoting positive change. Further research and policy efforts are needed to ensure equitable access to healthy learning environments, contributing to both educational success and long-term environmental sustainability. Full article

The COVID-19 pandemic generated unprecedented challenges for educators world-wide. University teaching staff were forced to rapidly adapt to virtual classrooms during lockdown and the return to campus has seen continuing flux. Poor student mental wellbeing is a major concern and although nascent digital mental health interventions can increase reach and augment in-person services, research on the effectiveness of digital interventions is still in its infancy. The implementation of hybrid solutions is challenging due to the complexity and diversity of institutions; however, important lessons can be learned from the switch to online teaching and the integration of digital technologies during the transition process. This paper explores staff experiences of transition through the pandemic using interpretive phenomenological analysis (IPA). Semi-structured interviews were conducted with three teaching academics from English universities. Analysis yielded four group experiential themes: Transition was a traumatic process; Relationships as a source of support and strain; Opportunities for learning and growth; and Surviving and inspiring the mental wellbeing environment. Key findings revealed the switch to online working presented unique stressors, while relationships were pivotal for navigating transition and healthy personal development. Findings can inform transition guidance including the integration of hybrid pathways to support mental wellbeing for the whole learning community. Full article

Attention is a crucial cognitive function that enables us to selectively focus on relevant information from the surrounding world to achieve our goals. Impairments in sustained attention pose challenges, particularly in children with attention deficit hyperactivity disorder, a neurodevelopmental disorder characterized by impulsive and inattentive behavior. While psychostimulant medications are the most effective ADHD treatment, they often yield unwanted side effects, making it crucial to explore non-pharmacological treatments. We propose a groundbreaking protocol that combines electroencephalography-based neurofeedback with virtual reality (VR) as an innovative approach to address attention deficits. By integrating a virtual classroom environment, we aim to enhance the transferability of attentional control skills while simultaneously increasing motivation and interest among children. The present study demonstrates the feasibility of this approach through an initial assessment involving a small group of healthy children, showcasing its potential for future evaluation in ADHD children. Preliminary results indicate high engagement and positive feedback. Pre- and post-protocol assessments via EEG and fMRI recordings suggest changes in attentional function. Further validation is required, but this protocol is a significant advancement in neurofeedback therapy for ADHD. The integration of EEG-NFB and VR presents a novel avenue for enhancing attentional control and addressing behavioral challenges in children with ADHD. Full article

Environmental light entrains many physiological and behavioural processes to the 24 h solar cycle. Such light-driven circadian rhythms are centrally controlled by the suprachiasmatic nucleus (SCN), which receives information from the short-wavelength-sensitive intrinsically photosensitive retinal ganglion cells. The SCN synchronizes local clocks throughout the body affecting sleep/wake routines and the secretion of neuroendocrine-linked hormones such as melatonin from the pineal gland and cortisol via the hypothalamic pituitary adrenal (HPA) axis. Although the effects of light parameters on melatonin have been recently reviewed, whether the experimental variation of the spectral power distribution and intensity of light can induce changes in cortisol rhythms remains unclear. Thus, this systematic review evaluated the effects of daytime exposure to lights of different spectral wavelength characteristics and luminance intensity on the cortisol levels in healthy individuals. A search of the PubMed, Web of Science, EMBASE, CINAHL, Medline, PsycINFO and Cochrane Library databases on 19 June 2023 identified 3418 articles, of which 12 studies (profiling 337 participants) met the inclusion and risk of bias criteria. An analysis of the literature indicated that exposure to bright lights of any colour during the late night or early morning can induce significant increases in cortisol secretion relative to time-matched dim light comparison conditions. Furthermore, exposure to bright lights with stronger short-wavelength (blue/green) components in the early morning typically induced greater increases in cortisol relative to lights with stronger long-wavelength (red) components. Thus, the circadian regulation of cortisol is sensitive to the wavelength composition of environmental lighting, in line with the more commonly studied melatonin. As such, wavelength characteristics should be optimized and reported in light intervention studies (particularly for the investigation of cortisol-associated disorders and HPA axis function), and exposure to short-wavelength light during sensitive periods should be carefully considered in constructed environments (e.g., bedroom and classroom lighting and device screens). Full article

Teachers belong to a high-demand occupational group and experience work-related challenges and discretely diverse emotional turmoils of varying intensity while teaching and interacting with students. These experiences often result in high stress levels that contribute to burnout and, consequently, a breach of teachers’ occupational wellbeing. Promoting positive teacher wellbeing substantially influences teaching quality, with a flow-on effect on student wellbeing and academic development. This literature review utilised a framework to systematically explore the factors that impact the occupational wellbeing of kindergarten, primary, and secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced from various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, and PsycARTICLES) were utilized for this systematic review. Four major factors were identified, including personal capabilities, socioemotional competence, personal responses to work conditions, and professional relationships. Findings highlight the importance of teachers’ occupational wellbeing in dealing with numerous challenges and competing demands, with the need for a high level of self-efficacy for instruction and behavioural management being critically significant. Teachers require adequate organisational support to successfully carry out their roles with stronger resilience and efficient job execution. Teachers also need to have social–emotional competence to be able to create a high-quality classroom environment and a conducive atmosphere that supports healthy teacher–student relationships, reduces stress and increases the occupational wellbeing of teachers. Collaborating with other relevant stakeholders such as parents, colleagues, and a school’s leadership team is critical for creating a positive work environment. A good workplace has the potential to contribute to teachers’ occupational wellbeing and provide a supportive platform for student learning and engagement. This review clearly points to the beneficial effects of prioritising teachers’ occupational wellbeing and its intentional inclusion in the professional development plan of practising teachers. Finally, while primary school teachers and secondary school teachers share many similarities in terms of the challenges they face, there are also some differences in how these challenges impact their wellbeing, and these warrant further investigation. Full article