Indoor environmental quality and pupil perception in Italian primary schools

Working or studying in a comfortable environment enhances not only well being, but also satisfaction and therefore productivity and learning. This research collects some pictures of indoor environmental conditions taken in seven primary schools near Venice (Italy, North-East). Spot measurements were recorded in 28 non air-conditioned classrooms, in springtime, while 614 children (age 9–11) completed a questionnaire about the evaluation of indoor environmental conditions and the related psychological impact, their behaviour towards discomfort and if their level of interaction with the environment (opening a window, switching off a light etc.). Nonparametric statistical tests were carried out to find significant differences between schools and between girls and boys in the same school and to see if gender might influence perception. Moreover, physical measurements were compared to the answers given to the questionnaire to find a relationship between them. Finally, childrenʹs reactions towards discomfort were evaluated to understand if pupils behave like “passive users” as frequently occurs with adults. Monitoring revealed very high CO2 concentration levels, which confirm insufficient air exchange by means of open windows, occasional insufficient lighting levels over the desks and, in general, nonuniform illuminance-distribution, probably due to improper solar shading use or even inappropriate shades. Pupils complained mostly about thermal conditions in warm seasons, poor indoor air quality and noise. Classroom conditions depended strongly on teachersʹ preferences; therefore a building management system would be advisable to provide good indoor environmental quality, which cannot be otherwise guaranteed.