{"id":3096,"date":"2022-06-21T14:16:18","date_gmt":"2022-06-21T13:16:18","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/covid19-national-project\/?p=3096"},"modified":"2024-12-02T15:45:17","modified_gmt":"2024-12-02T15:45:17","slug":"clean-air-works-lets-make-it-core-to-a-healthy-and-productive-learning-environment","status":"publish","type":"post","link":"https:\/\/sites.manchester.ac.uk\/covid19-national-project\/2022\/06\/21\/clean-air-works-lets-make-it-core-to-a-healthy-and-productive-learning-environment\/","title":{"rendered":"Clean air works \u2013 let\u2019s make it core to a healthy and productive learning environment."},"content":{"rendered":"

[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.0.106″ title=”on” meta=”on” author=”on” date=”on” categories=”on” comments=”on” featured_image=”on” featured_placement=”above” text_color=”dark” text_background=”off” locked=”on” parent_locked=”off” \/][et_pb_text _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n

Why attendance focus reiterates the need for good ventilation in schools<\/h3>\n

After three disrupted academic years, it is evident minimising school absences for all students is vital. In some areas attendance remains stubbornly low and there are significant regional variations.<\/p>\n

Indeed, boosting attendance is a key focus area for the government at present<\/a><\/span> \u2013 which given recent Department for Education (DfE) data that showed the negative impact on attainment that missing even a few days school can have<\/span><\/a> at key stage 2 and key stage 4 is not surprising.<\/p>\n

As such, whatever schools can do to reduce absence through illness \u2013 whether Covid-19 or other airborne illnesses such as colds or flu \u2013 should be utilised.<\/p>\n

One big way this can be achieved is through ventilation. It\u2019s an issue that garnered a lot of airtime over the pandemic<\/a><\/span> but has, currently, dropped off the agenda slightly as we adjust to \u2018learning to live\u2019 with Covid-19.<\/p>\n

However it would be remiss to ignore ventilation and its importance in schools \u2013 especially if we really are \u2018learning to live\u2019 with Covid or looking to boost attendance \u2013 because it, like those other respiratory infections, spreads through particles released in the air when we talk, cough, sing, sneeze and breathe<\/span><\/a> \u2013 common activities in school classrooms where children and adults work in close proximity.<\/p>\n

Good ventilation though, can minimise this risk of infection by ensuring that any particles of Covid-19 released into the air are diluted and blown away, lowering the chance of someone breathing in enough particles to become infected.<\/p>\n

Ventilation also doesn\u2019t just reduce the risk of illness. Studies have shown that it can also improve pupils\u2019 concentration, cognitive performance, and productivity in addition to \u00a0reducing a range of respiratory symptoms<\/a>.<\/span>\u00a0<\/p>\n

Schools with better ventilated classrooms have even been shown to have higher test scores<\/a>.<\/span><\/p>\n

Ventilation for good health is a simple idea in theory and key physical principles suggest that if you double the amount of fresh air in a room you halve the airborne risk of exposure<\/a>.<\/span><\/p>\n

In reality, it is hard to measure real-world impacts of ventilation and air cleaning on infection rates as there is limited data on both ventilation and numbers of infections in different locations.<\/p>\n

Nevertheless the evidence available does show ventilation and air cleaning can contribute significantly to reducing absence rates in schools.<\/p>\n

For example, a study carried out in the USA<\/span><\/a> looked at reported data from 169 primary schools and kindergartens on infection rates and actions taken to reduce transmission.<\/p>\n

Those schools which had made ventilation improvements (e.g. opening windows and doors more frequently or using fans) had 35% lower incidence of infection while those that had also added in air cleaning devices showed a 48% reduction.<\/p>\n

Another study which looked at multiple \u2018super-spreading\u2019 outbreaks showed that the size of the outbreak was correlated with ventilation rate, with poorer ventilation leading to higher numbers of cases<\/span><\/a>.<\/p>\n

Data also exists for other diseases. Respiratory illness in an army barracks was 33% higher in rooms where windows were closed<\/span><\/a>, while a flu outbreak in nursing accommodation was 50% lower in a building with a higher ventilation rate<\/a>,<\/p>\n

Perhaps most notably for schools, higher ventilation rates in classrooms in California has been associated with reduced illness absence<\/span><\/a>.<\/p>\n

So we should be assured, ventilation works and has many benefits. How then do we do it best<\/em>?<\/p>\n

How to ventilate well<\/strong><\/p>\n

Assess and communicate the ventilation strategy:<\/em><\/p>\n

Ventilation design can be different in every classroom and so the first step is to assess how a room is ventilated.<\/p>\n

This can be done with the support of the site manager or building manager but it is also important to communicate how rooms are ventilated to the people who use them so they understand what works and why \u2013 and how to improve it.<\/p>\n

For example, a walk round with staff or simple information posters can help staff identify ventilation devices and where air might be entering and leaving the room.<\/p>\n

Maintain and use mechanical systems effectively:<\/em><\/p>\n

Some rooms may be mechanically ventilated<\/em> where air is provided to the room through a system of ducts and fans. Alternatively a room may have extraction fans or low-energy heat recovery ventilation units.<\/p>\n

Where a room has one of these systems it is important they are regularly maintained and assessed and it is crucial that occupants of those rooms know how the system works.<\/p>\n

During periods of high illness prevalence (for example, high or increasing levels of absences) mechanical ventilation systems should operate with more fresh air than usual.<\/p>\n

It is also important that school staff know how to spot any potential problems with mechanical ventilation devices, e.g. through spot checks with CO2 monitors<\/span><\/a>, and can report them so they are fixed quickly.<\/p>\n

Use the windows well:<\/em><\/p>\n

Many classrooms are naturally ventilated<\/em> and rely predominantly on opening windows, doors or other vents to provide good airflow.<\/p>\n

It is important to first check windows and vents are well maintained and can be used easily and safely.<\/p>\n

Of course, some windows don\u2019t open well, are out of reach, or cannot be opened on cold or wet days which can hinder ventilation.<\/p>\n

However, there are several tips that can help to maximise ventilation with windows under different weather conditions or window quality:<\/p>\n