Associations between indoor environmental quality in schools and symptom reporting in pupil-administered questionnaires

Abstract Background The associations between indoor environmental quality (IEQ) in homes and symptom reporting of children have been extensively studied, but only few large-scale studies have been done in schools. We examined associations between expert-assessed IEQ in schools and pupils’ reporting of different symptoms, and whether associations were stronger if participants relate symptoms to the school environment. Methods The questionnaire survey was done in all primary and secondary schools in two areas of Helsinki, Finland. Primary school pupils (grade 3–6, n = 8775, 99 school-buildings) and secondary school pupils (grade 7–9, n = 3410, 30 school-buildings) reported their symptoms. Symptoms were combined into respiratory, lower respiratory, eye, skin, and general symptom groups. Surveys were also done among the parents of the primary school pupils (grade 1–6, n = 3540, 88 school buildings), but results are reported only in the supplement due to the low response rate (20% in 2017 and 13% in 2018). The associations between IEQ and symptoms were analyzed using multilevel logistic regression analysis. Results Several of the IEQ indicators were highly correlated and indicators were therefore mainly analyzed by combining them into a summary score and into latent classes. Dose-response associations were found between IEQ problems and higher reporting of respiratory and general symptoms among both primary and secondary school pupils. Some associations were also observed with lower respiratory and skin symptoms, but not with eye symptoms. The associations were somewhat stronger with symptoms related to the school environment compared to symptoms reported without such relation: for a unit change in IEQ summary score and respiratory symptoms in primary schools, odds ratios were 1.07 (95% CI 1.02–1.06) and 1.04 (95% CI 1.04–1.10), and in secondary schools 1.09 (95% CI 1.01–1.09) and 1.05 (95% CI 1.02–1.17), respectively. Conclusions Expert-assessed IEQ problems in schools were associated with increased reporting of especially respiratory and general symptoms. The associations were only somewhat stronger in magnitude for symptoms reported in relation to the school environment compared to symptoms reported without such relation.

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Psychosocial factors and indoor environmental quality in respiratory symptom reports of pupils: a cross-sectional study in Finnish schools

BMJ Open ◽

10.1136/bmjopen-2020-036873 ◽

2020 ◽

Vol 10 (9) ◽

pp. e036873 ◽

Cited By ~ 1

Author(s):

Kateryna Savelieva ◽

Marko Elovainio ◽

Jussi Lampi ◽

Sari Ung-Lanki ◽

Juha Pekkanen

Keyword(s):

Secondary School ◽

Primary School ◽

Psychosocial Factors ◽

Environmental Quality ◽

Respiratory Symptoms ◽

School Buildings ◽

Indoor Environmental Quality ◽

Three Samples ◽

Primary School Pupils ◽

Secondary School Pupils

ObjectivesPoor indoor environmental quality (IEQ) in schools is related to higher respiratory symptoms of pupils, but little is known about the importance of other factors. This study examined the associations between different psychosocial factors and other pupils’ individual and allergic characteristics, beyond school IEQ, and reporting of respiratory symptoms in pupil-administered and parent-administered questionnaires.SettingAll primary and secondary schools in two areas of Helsinki, Finland.ParticipantsPrimary school pupils (grade 3–6, n=8775, 99 school buildings) and secondary school pupils (grade 7–9, n=3410, 30 school buildings) reported their respiratory symptoms, as well as psychosocial factors and individual characteristics. Parents of primary school pupils (grade 1–6, n=3540, 88 school buildings) also filled in questionnaires, but the response rate was low (20% in 2017 and 13% in 2018).Main outcome measureRespiratory symptoms were reported in relation to the school environment and in general (without such relation) by pupils or parents.ResultsWorry about IEQ and low school satisfaction, and asthma and hay fever were related to higher reporting of respiratory symptoms in three samples. The variance between schools in respiratory symptoms was low (intraclass correlation=0.6%–2.4%). Psychosocial factors, especially worry about school’s IEQ, explained more of the variance between schools in symptoms than IEQ among secondary school pupils and parents, but not among primary school pupils for symptoms in general. Worry about IEQ also modified the associations between IEQ and respiratory symptoms, but only in parental reports.ConclusionIn addition to IEQ, psychosocial factors and pupils’ individual and allergic characteristics were related to higher reporting of respiratory symptoms in all three samples. Psychosocial factors explained more variance between schools than IEQ, although it was 2.4% at most. Other factors beyond IEQ should be considered when interpreting symptom reporting in indoor air questionnaires.

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Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder

Frontiers in Education ◽

10.3389/feduc.2020.551574 ◽

2020 ◽

Vol 5 ◽

Author(s):

Karen Stack ◽

Jennifer E. Symonds ◽

William Kinsella

Keyword(s):

Autism Spectrum Disorder ◽

Secondary School ◽

Secondary Schools ◽

Primary School ◽

Peer Relationships ◽

School Environment ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Structured Interviews ◽

School Environments

Objective: Transition from primary school to secondary school is an important point in a young person's development. Children's experiences at transition have been found to have an enduring impact on their social and academic performance and potentially their success or failure at secondary school. This primary-secondary transition frequently presents challenges for children with Autism Spectrum Disorder (ASD), resulting in uncertainty and anxiety. The objective of this study was to explore the perceptions of children with ASD, on the topic of which features of school environment fit more or less well with their needs, as they transferred from primary to secondary schools.Method: Semi-structured interviews were used to gather the experiences of 6 students with ASD, and their parents, before and after the transition to secondary school. A thematic analysis of these data identified common themes that captured the fits and misfits between the children's needs and their primary and secondary school environments.Result: Overall, participants voiced more positive perspectives of secondary school than primary school. Data analysis identified themes of feelings about school, peer relationships, relationship with school staff, curriculum, school organization, and accommodations.Conclusion: Inclusion and integration of students with ASD in mainstream secondary schools at transition can be a positive experience when the school environments are a good fit with the individual needs of each child with ASD. The transition can be challenging for children when a one size fits all approach is taken.

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Energy consumption, self-reported teachers’ actions and children's perceived indoor environmental quality of nine primary school buildings in the Netherlands

Energy and Buildings ◽

10.1016/j.enbuild.2021.110735 ◽

2021 ◽

Vol 235 ◽

pp. 110735

Author(s):

Dadi Zhang ◽

Philomena M. Bluyssen

Keyword(s):

Energy Consumption ◽

The Netherlands ◽

Primary School ◽

Environmental Quality ◽

School Buildings ◽

Indoor Environmental Quality

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Influence of boarding secondary school environment on HIV positive students in South Western Uganda

BMC Public Health ◽

10.1186/s12889-021-10380-0 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Raymond Bernard Kihumuro ◽

David Jolly Muganzi ◽

Elton George Wandira ◽

Racheal Alinaiswe ◽

Jovitah Joselyne Nanyunja ◽

...

Keyword(s):

Human Immunodeficiency Virus ◽

Secondary School ◽

Secondary Schools ◽

School Environment ◽

Coping Mechanisms ◽

Hiv Positive ◽

Key Informants ◽

Immunodeficiency Virus ◽

Negative Coping ◽

Depth Interviews

Abstract Background The number of human immunodeficiency virus (HIV) positive adolescents in secondary school has increased over the years. Little is known on how the students cope to the pressures and demands of their academic and health lives in the boarding secondary schools. This study explored the factors surrounding their anti-retroviral therapy adherence as well as their experiences. Methods We did a qualitative study that employed in-depth interviews amongst purposively selected 19 HIV positive adolescent students in boarding secondary school and seven key informants. Key informants were members of boarding secondary school staff directly taking care of the adolescents living with human immune virus and had spent at least two academic terms in that school. The study participants were recruited from four health facilities in Bushenyi district, southwestern Uganda, and key informants from five boarding secondary schools in Bushenyi. These were engaged in in-depth interviews using an interview guide. Data was transcribed, coded and the content analyzed thematically. Results Adolescents living with human immunodeficiency virus in boarding secondary school face challenges similar to adolescents outside boarding school settings. However, some challenges are unique to them. Students faced numerous barriers which made it difficult to adhere to their medication. Stigmatization in its different forms was also a major challenge amongst students. Willingness disclosure of serostatus was beneficial to the students since it guaranteed support while at school; facilitating adherence and better living. However, students were uneasy to disclose their status. Some students adopted negative coping mechanisms such as telling lies, escaping from school, and class to access medication. Conclusions Adolescents in boarding secondary schools face similar challenges as compared to their counterparts with some being unique to them. Few school mechanisms help these students to cope while at school. Limited disclosure has proven useful but some adolescents have opted not to disclose their status and hence used negative coping mechanisms. These challenges need to be addressed and a safe environment to encourage limited disclosure should be made.

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A field survey on the indoor environmental quality of the UK primary school classroom

British Journal of School Nursing ◽

10.12968/bjsn.2016.11.10.492 ◽

2016 ◽

Vol 11 (10) ◽

pp. 492-496 ◽

Cited By ~ 1

Author(s):

Yufan Zhang ◽

Peter Barrett ◽

Fay Davies ◽

Lucinda Barrett

Keyword(s):

Primary School ◽

Environmental Quality ◽

Field Survey ◽

Indoor Environmental Quality ◽

School Classroom ◽

The Uk

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Dare to Dream: A Vignette Survey on Self-Selection in Secondary Education Track Choice

Sociological Research Online ◽

10.1177/1360780418757539 ◽

2018 ◽

Vol 23 (2) ◽

pp. 354-373

Author(s):

Tamás Keller

Keyword(s):

Secondary School ◽

Primary School ◽

Grammar School ◽

Time Of Application ◽

Vignette Study ◽

The Past ◽

School Grades ◽

Self Selection ◽

Secondary Track ◽

Primary School Pupils

This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils’ primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils’ preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the ‘vignette-person’ (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools’ requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.

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Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

Australasian Journal of Special Education ◽

10.1017/s1030011200025288 ◽

2005 ◽

Vol 29 (2) ◽

pp. 93-105 ◽

Cited By ~ 3

Author(s):

Michelle Pearce ◽

Chris Forlin

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Primary School ◽

Students With Disabilities ◽

Inclusive Education ◽

Teaching Methods ◽

Children With Disabilities ◽

School Structure ◽

Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

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