Managed airing behaviour and the effect on pupil perceptions and indoor climate in classrooms

An intervention study with four different scenarios for airing classrooms were carried out in a school where manual opening of windows was the main source of ventilation. Two scenarios included a visual CO2 display unit to signal to the pupils and teachers when to open windows. The other two scenarios used two different window opening schedules.

Measurements of CO2, temperature and periods with open windows were recorded, and pupils expressed their perception of the indoor environment in the classroom. With a visual CO2 display unit in the classroom, pupils were able to modify their behavior and reduce by approximately 40-60% the duration when the CO2 concentration was above 1000 ppm.

With only scheduled window opening, a similar improvement was not observed. Although not significant, pupils’ perception of the air quality seemed better when the intervention was running, but they also perceived the temperature as being colder.