Classroom conditions and CO₂concentrations and teacher health symptom reporting in 10 New York State Schools

Abstract

This study assessed the relationship between teacher-reported symptoms and classroom carbon dioxide (CO2 ) concentrations. Previous studies have suggested that poor indoor ventilation can result in higher levels of indoor pollutants, which may affect student and teacher health. Ten schools (9 elementary, 1 combined middle/high school) in eight New York State school districts were visited over a 4-month period in 2010. Carbon dioxide concentrations were measured in classrooms over 48-h, and teachers completed surveys assessing demographic information and self-reported symptoms experienced during the current school year. Data from 64 classrooms (ranging from 1 to 9 per school) were linked with 68 teacher surveys (for four classrooms, two surveys were returned). Overall, approximately 20% of the measured classroom CO2 concentrations were above 1000 parts per million (ppm), ranging from 352 to 1591 ppm. In multivariate analyses, the odds of reporting neuro-physiologic (i.e., headache, fatigue, difficulty concentrating) symptoms among teachers significantly increased (OR = 1.30, 95% CI = 1.02-1.64) for every 100 ppm increase in maximum classroom CO2 concentrations and were non-significantly increased in classrooms with above-median proportions of CO2 concentrations greater than 1000 ppm (OR = 2.26, 95% CI = 0.72-7.12).

Ventilation rates in recently constructed U.S. school classrooms

“…Elevated CO 2 levels in schools are common. As examples: In 28 schools in California, the median peak (15‐minutes average) CO 2 concentration was 1 390 ppm across 107 permanent classrooms, and 2 060 ppm across 55 portable classrooms; in 22 schools in Idaho and Washington, 45% of 434 classrooms had CO 2 levels above 1 400 ppm (assuming an outdoor level of 400 ppm; the indoor‐to‐outdoor increment was reported); lower levels were reported in 10 public schools in New York State where the median CO 2 concentration was 799 ppm and only 20% of 44 classrooms studied had peak (5 minutes) levels exceeding 1 000 ppm; and in 88 Danish classrooms in 88 different schools, mean levels exceeded 1 000 and 1 500 ppm in 70% and 20%, respectively, of rooms tested . CO 2 levels are often higher in naturally ventilated schools.…”

“…However, the current understanding of the linkage between ventilation and school health is incomplete . Many studies have reported CO 2 concentrations, a simple indicator related to crowding and ventilation for which upper limits from 1 000 to 1 500 ppm have been suggested . While less frequently reported, VRs should meet minimum targets specified in codes and standards .…”

Building-related health symptoms and classroom indoor air quality: a survey of school teachers in New York State

“…The findings of the current study regarding ventilation inadequacy and teacher health symptoms are important because ventilation problems are common in schools (Daisey et al., ; Tortolero et al., ; United States General Accounting Office, ; U.S. Department of Education, ) and because lower ventilation rates are associated with higher levels of indoor air pollutants (Institute of Medicine, ). Our results with respect to inadequate fresh air are consistent with a pilot study of ten NYS schools which found that teachers reporting upper respiratory and neurophysiologic symptoms were more likely to work in classrooms with higher CO 2 concentrations (an indicator of inadequate ventilation) (Muscatiello et al., ). A study conducted in the school setting involving students found high CO 2 concentrations to be associated with headaches, dizziness, tiredness, difficulty in concentrating, and upper airway irritation (Myhrvold et al., ), and another study (Smedje et al., ) found that school children in schools receiving new ventilation systems were less likely to report one or more asthma symptoms than children in other schools.…”

Advancing a multidisciplinary research framework on school environment, occupant health, and performance

“…Occupational health studies provide valuable insight on the relative contribution of physical and social aspects of the work environment on employee health and productivity. Although IEQ has been associated with teachers' report of somatic symptoms in a number of studies (Mazurek et al, 2008, Muscatiello et al, 2015, Sahakian et al, 2008, recent data suggest that physical symptoms reported at work are independent of IEQ and associated with job stress and job dissatisfaction (Black et al, 2014). Student psychological health and low levels of school satisfaction have demonstrated an association with teacher absenteeism (Ervasti, 2012), whereas positive school climate appears to have a protective effect for teacher burnout and is associated with high levels of professional satisfaction (Grayson and Alvarez, 2008).…”