Objective:

To synthesize recent evidence on indoor air quality (IAQ) in childcare and school settings, identify determinants of exposure patterns, and translate findings into a conceptual framework aligned with European and U.S. standards, emphasizing the differences between educational levels.

Approach:

Key Findings:

• Recurrent CO2 exceedances were common, particularly in winter when thermal comfort limited window opening, highlighting the need for improved ventilation strategies.
• CO2 is a robust indicator of occupancy-linked ventilation performance but should not be used as a standalone surrogate for outdoor pollutants.
• Early childhood settings showed stronger dependence on staff-mediated routines and cleaning schedules compared to primary schools, indicating a need for tailored interventions.

Interpretation:

The review emphasizes the need for tailored IAQ management strategies that consider the unique operational dynamics of early childhood and primary school settings, including specific interventions for ventilation and cleaning practices.

Limitations:

• Evidence on moisture, condensation, and mold was limited and methodologically less standardized than CO2/ventilation evidence, necessitating cautious recommendations.
• The findings require further validation in applied school settings, particularly regarding the generalizability of the results.

Conclusion:

The study provides a conceptual, verifiable N1–N3 pathway for IAQ management in educational settings, advocating for a combination of ventilation, filtration, source control, and moisture-risk mitigation, which should be implemented with performance verification using in-occupancy metrics.

Attribution Notice

This content is an AI-generated, fully rewritten summary based on a published scholarly article. It does not reproduce the original text and is not a substitute for the original publication. Readers are encouraged to consult the source for full context, data, and methodology.