The Nexus Between Indoor and Outdoor Environmental Conditions and Teacher Perceptions in Naturally Ventilated Primary School Classrooms, in Ireland

Indoor air quality (IAQ) and thermal comfort influence the health and cognitive performance of school occupants. This study investigated carbon dioxide (CO2), nitrogen dioxide (NO2), thermal comfort, and ventilation rates (VRs) in eight naturally ventilated (NV) primary school classrooms in Ireland during October 2024, combining environmental monitoring with teacher surveys. Mean CO2 concentrations ranged from 796 ppm to 2469 ppm, exceeding national guidelines in seven of the eight classrooms. NO2 levels ranged from 3.4 µg/m3 to 7.2 µg/m3, with indoor/outdoor ratios increasing with VRs and influenced by window orientation and road proximity. Indoor temperatures remained within recommended limits, while relative humidity ranged from 53% to 78% mirroring CO2 trends and exceeding guideline levels in classrooms with lower VRs and temperatures. Occupied VRs ranged from 1.2 L/p/s to 4.1 L/p/s with window opening behaviours, reliant on teachers’ perceptions of thermal comfort, accounting for 84% to 96% of VRs. Ventilation in NV classrooms is often insufficient, yet increasing VRs can compromise thermal comfort and increase ingress of outdoor pollutants and noise. The findings highlight the ineffectiveness of current school ventilation standards, which rely heavily on user operation. Integrating occupant-led strategies, including scheduled purging, awareness campaigns, and pre-emptive air quality alerting, into policy offers practical, immediate pathways to improving IAQ, fostering healthy, sustainable learning environments.