Engaging primary students with the issue of air pollution through citizen science: lessons to be learnt

This paper shares insights from an air quality research project that involved 258 primary school children aged between 5 and 11. The children attended a dedicated session led by scientists explaining the nature of air pollution. They then wore specially designed backpacks with built‐in air quality sensors during their commute to school for one week to measure air pollution. The generated data were used by scientists to determine children’s exposure to air pollution in and around their schools. To examine the children’s understanding of both air pollution and ways to reduce exposure, participating children completed surveys (pre‐ and post‐ the monitoring week). Interviews with ten teachers were conducted to help contextualise the survey findings. Our findings indicate that contributory citizen science projects constitute a valuable approach to engaging children in environmental education. We also note the importance of ensuring the active participation of teachers, particularly so that misconceptions are rapidly identified and thereafter addressed

Empowering community health professionals for effective air pollution information communication

Abstract Background Air pollution remains a significant public health risk, particularly in urban areas. Effective communication strategies remain integral to overall protection by encouraging the adoption of personal air pollution exposure reduction behaviours. This study aims to explore how community health professionals can be empowered to communicate air pollution information and advice to the wider community, to encourage the uptake of desired behaviours in the population. Methods The study adopted a qualitative methodology, where four homogenous Focus Group Discussions (FGDs) were held with a range of community health professionals, including Health Care Professionals, Community Health and Wellbeing Workers (CHWWs) and Social Prescribing Link Workers (SPLW). A classical content analysis was conducted with the Structural Empowerment Theory (SET) and Psychological Empowerment Theory (PET) as guiding concepts. Results Five key themes were identified: from a structural empowerment perspective: [1] resources and support, [2] knowledge. From a psychological empowerment perspective: [3] confidence as advisor, [4] responsibility as advisor, and [5] residents’ receptiveness to advice. It was concluded that advice should be risk stratified, clear, easy to follow and provide alternatives. Conclusion This study identified ways for community health professionals to be empowered by local councils or other organisations in providing advice on air pollution, through the provision of essential structural support and opportunities to enhance their knowledge and confidence in the subject. Implementing recommendations from this study would not only empower community health professionals to advise on air pollution to the wider community but also increase adherence to health advice