Indoor air problems and the perceived social climate in schools: A multilevel structural equation analysis

Abstract

Indoor air problems in schools appear to influence learning outcomes and absence rates. However, previous research has not investigated whether indoor air problems influence the social climate of schools. Therefore, we studied whether indoor air problems observed in schools associate with students' perceptions of the teacher-student relationship and class spirit. The nationwide sample of Finnish schools (N=194 schools/27153 students) was analyzed using multilevel structural equation modeling. Data on the schools' social climate collected from students were merged with independently collected data on observed indoor air problems from school principals. We found that the teacher-student relationship was reported to be worse in schools with observed indoor air problems compared to those without observed indoor air problems. Furthermore, the reported class spirit was worse in schools with observed indoor air problems, but only among students with a high grade point average. Our findings indicate that indoor air problems may affect the student-perceived social climate.

Comparative Analysis of Indoor Environmental Quality of Architectural Campus Buildings’ Lecture Halls and its’ Perception by Building Users, in Karachi, Pakistan

“…Studies have revealed that good IEQ improves the performance and health of a user [1]. Several studies were conducted in the past [1][2][3][4][5][6][7][8][9][10], which aimed to evaluate the IEQ and thermal comfort in different educational and office buildings. The results revealed that IEQ with set parameters including thermal comfort, acoustics, and visual comfort in the acceptable range are the critical factors for occupants' satisfaction.…”

“…The study revealed that the student and teacher relationship was unsatisfactory in schools having IAP compared to schools without IAP. Furthermore, the study concluded that the class spirit was negatively affected by the low indoor air quality and IAP [7].…”

Indoor Comfort and Symptomatology in Non-University Educational Buildings: Occupants’ Perception

“…According to the national regulation, this ventilation must be mechanically controlled since 2007, also including an air filtering system, to ensure this IAQ, but given that the adaptation could entail a huge investment and a higher energy consumption, several public institutions in Spain are imposing natural ventilation as the only system for IAQ control, against standards.In this way, previous studies in classrooms of southern Spain [16,17], Portugal [12], France [29], Italy [30], and other south European locations [31] have shown poor indoor conditions, both thermal and clean air, which can relate to the appearance of symptoms like dizziness, dry skin, headache, or tiredness. This environmental exposure has a significant effect on both the academic performance [32][33][34], the general health of the users and their psychological and social development [35], existing evidences of poor indoor air quality in schools with correlation with negative effects on the students' health, which potentially can lead to asthma or allergic diseases [36], which are two of the most prevalent diseases in children and young people [37], and can be mainly related to the high values found in classrooms for bacteria and PM, given their pro-inflammatory role [38].In this way, previous studies in European schools analyzed the link between the IAQ conditions, obtained through measurements of CO 2 , PM, and volatile organic compounds (VOCs), with health questionnaires made by parents, spirometry, exhaled nitric oxide tests, and asthma tests with medical kits [29,38]. This approach required complex equipment and tests, and were not directly related to on-site symptomatology but to long-term symptom development, as it was gathered in housing studies [39].…”

“…In this way, previous studies in classrooms of southern Spain [16,17], Portugal [12], France [29], Italy [30], and other south European locations [31] have shown poor indoor conditions, both thermal and clean air, which can relate to the appearance of symptoms like dizziness, dry skin, headache, or tiredness. This environmental exposure has a significant effect on both the academic performance [32][33][34], the general health of the users and their psychological and social development [35], existing evidences of poor indoor air quality in schools with correlation with negative effects on the students' health, which potentially can lead to asthma or allergic diseases [36], which are two of the most prevalent diseases in children and young people [37], and can be mainly related to the high values found in classrooms for bacteria and PM, given their pro-inflammatory role [38].…”

The Combined Effect of Indoor Air Quality and Socioeconomic Factors on Health in Northeast China

“…Kamaruzzaman et al applied the SEM approach to determine which indoor environmental factor had the most significant impact on occupants' satisfaction [26]. Finell et al explored whether indoor air problems observed in schools associated with students' perceptions of the teacher-student relationship and class spirit [27].The purpose of this paper, therefore, is to identify the combined effects of indoor air quality and socioeconomic factors on health based on structural equation modeling, using the field measurement data in Northeast China. This study will promote a comprehensive understanding of the impact of indoor air pollution on health, which would provide benefits in controlling indoor air pollution.…”