Indoor Air Quality (IAQ) in school, a review of air pollutants and

parameters, sick buildings syndromes and regulations.

by

Muhammad Dastur (P-RM0030/22)

submitted in partial fulfillment of the requirements for the course

REG 521-BUILDING SCIENCE AND ENVIRONMENT

JANUARY 2023

Supervisor:

DR NAZIAH MUHAMMAD SALLEH

© 2023 Muhammad Dastur

Review is under the responsibility of Dr. Naziah Muhammad Salleh
REG521: Building Science and Environment
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Indoor Air Quality (IAQ) in school, a review of air pollutants and

parameters, sick buildings syndromes and regulations.
Muhammad Dastur1
1
Universiti Sains Malaysia,Gelugor, 11800, MALAYSIA
muhammaddastur@student.usm.my

Abstract: The indoor environment, which includes homes, offices, hospitals, and schools, has
become a source of public concern. Recent studies indicate that children between the ages of 3
and 14 spend most of their time indoors. In addition, children are more susceptible to the negative
effects of certain environmental pollutants than adults are. This is due to the fact that children
breathe a greater volume of air in comparison to their body weight, and the fact that children's
tissues and organs are in the process of developing. In this article, the author examines the
methodological approach that was used to interpret and classify the IAQ, which typically impacts
health and well-being in school buildings using the available references.

© 2023 Muhammad Dastur

Review is under the responsibility of Dr. Naziah Muhammad Salleh
Keywords: Indoor air quality, School building,Indoor environtment, pollutants.

1. Introduction
The primary goal of the school is to give kids the best possible environment for learning and
growth. For kids, school has always been a second home, and they spend the majority of their time
indoors there (Parinduri, 2014). The health, performance, alertness, focus, and general well-being
of children and teachers can all be negatively impacted by poor indoor air quality (IAQ) in
classrooms. With regard to the negative impacts of unpleasant interior conditions on students'
health, comfort, and academic success, the classroom is typically considered a significant sort of
built environment. During their formative years, children are exposed to a variety of environmental
exposures, which can have detrimental long-term effects such respiratory illness and impaired
cognitive performance.
An important element for creating a secure, cozy, and healthy indoor atmosphere is the school's
ventilation system. A climate that fosters the best educational and health results must have
acceptable levels of thermal comfort and IAQ (Montazami et al., 2015). Previous studies in
educational settings have shown that classroom air quality (CAQ) is frequently insufficient and
subpar, which increases the risk of respiratory illnesses and other health-related symptoms.
According to research, CAQ levels in schools vary based on local climate, external pollution
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levels, occupancy rates, activity levels, suitable ventilation types and flow rates, as well as
architectural practices (Chithra & Shiva Nagendra, 2018).

2. Methodology
This section provides a brief research approach for the publications evaluated in order to better
understand current research trends. This review was created using peer-reviewed journal papers
from well-known academic resources including Google Scholar, ScienceDirect, and
ResearchGate. A study of the literature on IAQ journals was undertaken. Indoor Air Quality, Sick
Building Syndrome, indoor environment and contaminants, health implications, student
performance, and legal and requirements were among the terms chosen. The selected research
were divided into particular groups based on the review's goal.

3. Discussion
3.1 Indoor environments and pollutants, exposure risk in schools
The exposure of kids to indoor air pollution in school buildings is a serious public issue. This
exposure can cause severe damage to students' health since students breathe a higher volume of
air relative to their body weight than adults do (Matthaios et al., 2022).
According to the findings of a number of studies, the concentrations of pollutants in schools
are significantly higher than those in residences and commercial buildings. Chalk dust, mildew,
bacteria, and viruses are brought into the school environment by children and adults, while vapors
and odors from labs and art courses are also frequent sources of pollution in schools (Chithra &
Shiva Nagendra, 2018).
Indoor pollutants such as carbon dioxide, particulate matter, volatile organic compounds,
nitrogen oxides, and ozone are recognized as being indoor contaminants that cause serious health
concerns for both adults and children (Hwang et al., 2017). In general, CAQ is distinguished by a
plethora of pollutants, such as volatile organic compounds (VOCs), particulate matter (PM),
aldehydes, bacteria, and mold(Malayeri et al., 2021). The United States Environmental Protection
Agency (EPA), the World Health Organization (WHO), the American Society of Heating,
Refrigerating, and Air-Conditioning Engineers (ASHRAE), and the British and International
Standards Organization (GB/T) are among the organizations that have contributed to the
development of health risk assessments for inhaling indoor pollutants (Schibuola & Tambani,
2020).
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3.2 Sick Building Syndrome (SBS)

The majority of educational institutions have subpar indoor air quality (IAQ) due to inadequate
ventilation and maintenance activities, temperature, and ventilation rates. This situation will
induce symptoms of SBS to emerge, and it will have an effect on the children's ability to function
as expected since youngsters are sensitive to changes in their surroundings. The normal levels of
carbon monoxide found within buildings are notoriously difficult to control since they are
commonly substituted for the outside air supply rate per person, the occupancy rate, and the
ventilation functions. It has been established in a number of studies that CO2 levels are relatively
low, meaning that it would not have a substantial influence on indoor air quality (IAQ) in a
classroom. On the other hand, the bulk of sources originate from pollutants found outside, such as
vehicle exhaust(Salleh et al., 2011).
The intake of polluted air has been linked to an increase in the rates of child mortality, acute
respiratory illness, and asthma. Numerous chronic illnesses and symptoms, collectively referred
to as "sick building syndrome," have been recorded as a result of the varying ways in which the
immune system of a kid reacts when it is exposed to the air found indoors (Goldizen et al., 2016).
One of the concerns associated with Sick Building Syndrome (SBS) is that it is more likely to
develop in a space with a large number of people present at the same time. Several studies have
found that this occurs when the HVAC system is not consistently inspected and maintained.
Indoor usage of electronic devices emitting high levels of electromagnetic radiation, such as
cellphones. Unfavorable psychosocial environmental situations, particularly in schools (Vesitara
& Surahman, 2019).

3.3 Case study of IAQ assessment in schools

International and national health organizations, such as WHO and NHMRC Australia;
professional associations, such as ASHRAE; and government institutions, such as environmental
protection ministries and agencies and departments, etc., have established IAQ-related standards
and guidelines (Ahmed Abdul–Wahab et al., 2015). In several nations, building codes and
standards have been based on the WHO's recommendations.
Two studies on indoor air quality in schools were carried out in the Belgian region of Flanders
between 2006 and 2009. Many different types of air pollutants were measured in and around 30
primary schools as part of the Binnenlucht investigation at Basisscholen (BiBa) (90 classrooms in
total). In this study, classrooms are inspected, chemical exposure is assessed (PM2.5, PMx,
MTBE, benzene, toluene, tetrachlorethene, ethylbenzene, xylene isomers, 1,2,4-triethylbenzene,
total VOC, formaldehyde, acetaldehyde, total other aldehydes, temperature, relative humidity, and
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CO2), and the This suggests that many pollutants are present indoors at far higher concentrations
than they are outside. Not only that, but there's a lot of variation in concentration levels between
groups. Mold was found in seven of the ninety classrooms. Air circulation did not correlate with
mold growth. Children's exposure to formaldehyde, nitrogen dioxide, benzene, and other
contaminants in a variety of settings was measured in another research using diffusion samples.
Evidence suggests that formaldehyde, benzene, total VOC, CO2, and other indicators in the
Flemish indoor environment routinely exceed recommended levels (WHO & Organization, 2011).
Schools in Barcelona, Spain (Rivas et al., 2014): This is a comprehensive assessment of indoor
and outdoor air quality in 39 Barcelona schools. Some of the outcomes of this investigation are as
follows: The term "ultrafine" refers to the amount of nitrogen in the atmosphere. PM2.5 values in
schools are almost double the urban background (UB) levels of the city of Barcelona, which the
authors argue is due to indoor sources, which produce "organic carbon (OC) from organic textile
fibers, cooking and other organic emissions; by calcium and strontium (lime dust); and the mineral
elements of a sand-filled playground. Based on this, the authors conclude that "PM2.5 is not a
good indication of traffic emissions surrounding schools," and that NO2, EBC, UFP, and antimony
are better indicators. NO2 concentrations were found to be "1.2 times greater in schools than in
UB," reflecting the closeness of some schools to road traffic. The amounts of these traffic-derived
pollutants identified within are quite similar to those detected outdoors, demonstrating that air
contaminants may easily penetrate." Finally, schools in Barcelona's city center had greater levels
of EBC, NO2, UFP, and, in part, PM2.5 than those in the suburbs, demonstrating the effect of
traffic surrounding the school zone.

3.4 Key Drivers for Effective School IAQ Management

A range of strategies and regulations must be applied in the school environment in order to
provide a healthy learning environment. The fundamental components of an ongoing health or
safety program, including an IAQ management program, are known as Key Drivers for Effective
School IAQ Management. According to the EPA, the following tasks and strategies are outlined
in the Key Drivers so that schools can create an effective IAQ management program:
a. Organize
A good framework is required to ensure the efficacy and sustainability of an IAQ management
program. Appoint an IAQ coordinator who is accountable and motivated to oversee and monitor
school IAQ management activities. Assemble a leadership team to assist the IAQ coordinator and
request senior management support for IAQ management efforts.
b. Communicate
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To foster awareness and support, communicate the IAQ program's goals, processes, outcomes,
and actions to the whole school community. Planned programs will engage participants and
promote community-based initiatives if clear and inclusive communications are prioritized.
Highlight and communicate accomplishments and outcomes that can assist schools understand the
value of IAQ.
c. Assess
Assess the environment by determining the building's IAQ profile. Implementing IAQ
monitoring as a standard method for maintenance and security. Using the collection of indoor air
quality checklists, consider inquiring with school employees about the facility's IAQ.
Communicate and share search results and action steps.
d. Plan
Create an IAQ management strategy that includes new standard facility management goals,
objectives, and processes for avoiding and responding to any IAQ problems. Ensure that plans,
including scheduled dates for action items, are disseminated to the school community in order to
generate input and build collaboration. Plans should be modified on a regular basis to reflect new
goals, objectives, and policies.
e. Act
Take action to address concerns that are structural, institutional, and behavioral. Share
information on the steps that need to be taken to enhance IAQ with all of the impacted
stakeholders. This includes members of the IAQ team, facility workers, as well as instructors and
administrators.
f. Evaluate
The objective and impact of the program on the health, productivity, and performance of
students and staff is to evaluate results by measuring progress. Monitor measures such as the
amount of IAQ complaints, IAQ-related repair costs, changes in school nurse visits, and student
attendance and test results over time to determine the impact of the program.

4. Conclusion
The goal of this review is to summarize important findings about the quality of the air inside
schools. More specifically, the report talks about chemical pollutants, their sources, and the
methods used to keep track of them. The results suggest that certain conditions that are common
in schools can hurt the air quality and the health of the people who live there. In particular, it is
emphasized that the location, age, and airtightness of school buildings, room design, ventilation
rates, building materials and furnishings, occupant activities, and outdoor pollution all play a big
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role in how much pollution is inside. So, some good practices must be used to protect the health
of people who live there, especially children, who are more sensitive to pollution in the
environment. These measures include building schools with good ventilation systems and using
bargeman materials and low-emission furniture.

References

Ahmed Abdul–Wahab, S. A., En, S. C. F., Elkamel, A., Ahmadi, L., & Yetilmezsoy, K. (2015).
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air quality. Atmospheric Pollution Research, 6(5), 751–767.
https://doi.org/10.5094/APR.2015.084
Chithra, V. S., & Shiva Nagendra, S. M. (2018). A review of scientific evidence on indoor air of
school building: Pollutants, sources, health effects and management. Asian Journal of
Atmospheric Environment, 12(2), 87–108. https://doi.org/10.5572/ajae.2018.12.2.87
Goldizen, F. C., Sly, P. D., & Knibbs, L. D. (2016). Respiratory effects of air pollution on children.
Pediatric Pulmonology, 51(1), 94–108. https://doi.org/10.1002/ppul.23262
Hwang, S. H., Lee, G. B., Kim, I. S., & Park, W. M. (2017). Formaldehyde and carbon dioxide
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(2022). Factors Influencing Classroom Exposures to Fine Particles, Black Carbon, and
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