Dubai, UAE: It is often said that there is a positive correlation between Green Buildings and the academic performance of students in schools, including better cognitive ability and reduction in students falling sick due to unhealthy air in the classrooms. Supporting this statement, Rick Fedrizzi, CEO and Founding Chair of U.S. Green Building Council (USGBC), says that there is “compelling” research to show that there is correlation between the condition of school facilities and improvement in a student’s academic performance.
Fedrizzi mentions that there are several peer-reviewed studies that have indicated a link between “recirculating air and low ventilation rates in classrooms with lower average daily attendance, respiratory illness and slower speed in completing tasks”. Other studies, he adds, have pointed out that “poor facilities and low-quality indoor environments are strongly associated with student truancy and higher rates of suspensions”.
Drawing attention to acoustics of a classroom and how poor acoustics can impact a student’s attention and performance, Fedrizzi cites the following example: “At least six major studies have concluded that students’ ability to hear their teacher clearly has a substantial impact on their short-term memory and academic performance. As far as specific studies are concerned, one that’s getting a lot of well-deserved attention right now is the “Impact of Green Buildings on Cognitive Function”, a peer-reviewed study conducted by the Harvard T.H. Chan School of Public Health that demonstrates improved indoor environmental quality doubles cognitive function test scores. On average, study participants scored 101% higher in Green Buildings with enhanced ventilation compared to those in conventional buildings.”
IEQ in schools, therefore, require more attention and stricter implementation of government regulations by the school administration.
