How teacher behaviors and perceptions, air change rates, and portable air purifiers affect indoor air quality in naturally ventilated schools

Bibliographic Data

ID22073104
AuthorsTian Xia (0000-0002-9545-9476, University of Michigan, corresponding author), Julia Raneses (University of Michigan), Brixon Schmiesing (Michigan State University), Raquel Garcia (0000-0003-1582-8014), Alison Walding (University of Michigan), Richardo DeMajo (University of Michigan), Amy J Schulz (0000-0003-3580-3906, University of Michigan), Amy Schulz (0000-0003-1394-680X), Stuart Batterman (0000-0001-9894-5325, University of Michigan), Stuart A Batterman
Year2024
Volume12
Pages1427116-1427116
Publication date2024-10-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Public Health (JOURNAL)
Journal identifiersISSN: 2296-2565 • E-ISSN: 2296-2565
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2024.1427116
PMID39421817
OpenAlexW4403102704
LanguageEN
References cited53

Introduction Many school buildings have inadequate ventilation, rudimentary if any air filtration, and aging and poorly maintained mechanical systems, all of which can lead to poor indoor air quality (IAQ). These issues are especially acute in environmental justice (EJ) communities where schools are located in polluted areas. This community-based participatory research examines how IAQ in naturally ventilated school buildings is affected by the use of air purifiers, air change rates, outdoor pollution levels, and teacher and staff behavior. Methods IAQ assessments were performed at two schools in Detroit, Michigan, which included building walk-through inspections and continuous indoor and outdoor measurements of black carbon (BC), particulate matter (PM 10 and PM 2.5 ), carbon dioxide (CO 2 ), air change rates (ACRs), temperature, humidity, and sound pressure levels. Air purifiers with usage monitors were then installed, and the IAQ assessments were repeated. Teachers were surveyed before and after purifier deployment. Results At baseline, classrooms had low ACRs (0.58–1.38 h −1 ), moderate PM 2.5 levels (2.8–8.9 μg/m 3 ), highly variable PM 10 concentrations (4.7–37.5 μg/m 3 ), and elevated BC levels (0.3–0.7 μg/m 3 ), reflecting emissions from local traffic, industry and other sources. The installation and use of purifiers reduced pollutant levels and the overall performance matched the predictions of a single compartment model. However, daily reductions varied widely among classrooms, reflecting differences in teacher behavior regarding the frequency of opening windows and the operation of purifiers, including differences in purifier fan speed settings and whether purifiers were used at night. Survey responses indicated that many teachers were aware of IAQ problems. The higher rates reported for health symptoms and dissatisfaction at one school may have lowered the teachers’ tolerance to noise and reduced purifier use. Discussion The study helps explain the variation reported in prior studies using purifiers, and it reinforces the need to monitor IAQ and purifier use, use enhanced filtration and increase ventilation, and engage with teachers and school staff to support and maintain IAQ programs in schools

Air change · Air purifier · Air quality index · Environmental health · Geography · Indoor air quality · Meteorology · Perception · Physics · Air Quality and Health Impacts · Communication · Engineering · Environmental Justice and Health Disparities · Environmental Science · Indoor Air Quality and Microbial Exposure · Medicine · Psychology · Environmental Engineering

Tools

Open DOIOpen Access