With funding from the U.S. Environmental Protection Agency’s (EPA) Healthy Schools initiative, a research team from the University of Nebraska– Lincoln (UNL) is currently working on establishing how environmental conditions in K-12 school buildings impact student scholastic achievement. The objectives of the research project are: (1) to study comprehensively the impacts of a wide set of indoor environmental factors (including indoor air quality, thermal, lighting and acoustic conditions) on student achievement; (2) to investigate how these environmental conditions interact with each other to impact student achievement; (3) to rank order the environmental variables in terms of their relative impact on student achievement and (4) to determine how these effects vary with different demographic (e.g. socio-economic) groups

Bovaird, James A.

Lau, Josephine

Wang, Lily M

Waters, Clarence E.

English

DigitalCommons@University of Nebraska

University of Nebraska - LincolnDigitalCommons@University of Nebraska - LincolnArchitectural Engineering -- Faculty Publications Architectural Engineering and Construction,Durham School of2016A need for evidence-based and multidisciplinaryresearch to study the effects of the interaction ofschool environmental conditions on studentachievementJosephine LauUniversity of Nebraska-Lincoln, jlau3@unl.eduLily M. WangUniversity of Nebraska, lwang4@unl.eduClarence E. WatersUniversity of Nebraska-Lincoln, cwaters2@unl.eduJames A. BovairdUniversity of Nebraska - Lincoln, jbovaird2@unl.eduFollow this and additional works at: http://digitalcommons.unl.edu/archengfacpubPart of the Architectural Engineering Commons, Construction Engineering Commons,Environmental Design Commons, and the Other Engineering CommonsThis Article is brought to you for free and open access by the Architectural Engineering and Construction, Durham School of atDigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Architectural Engineering -- Faculty Publications by anauthorized administrator of DigitalCommons@University of Nebraska - Lincoln.Lau, Josephine; Wang, Lily M.; Waters, Clarence E.; and Bovaird, James A., "A need for evidence-based and multidisciplinary researchto study the effects of the interaction of school environmental conditions on student achievement" (2016). Architectural Engineering --Faculty Publications. 94.http://digitalcommons.unl.edu/archengfacpub/94Green or high-performance buildings have been a topic of  much discussion and research in the architectural engineering community since the 1990s. Of  interest is the potential positive environmental impact when compared to standard building construction, as well as the belief  that the indoor environments of  such buildings can positively im-pact occupant comfort, performance and health. However, evidence-based research on claims of  improving occupant outcomes is rather limited. Certain aspects of  the built en-vironment, including indoor air quality, thermal, lighting and acoustic conditions, have been linked to human comfort and performance, but only in a limited fashion as is appar-ent from the literature review provided in ASHRAE Guide-line 10 “Interactions Affecting the Achievement of  Accept-able Indoor Environments.”1 Furthermore, the majority of  studies cited in this ASHRAE guideline have investigated the effects of  only one or two human-comfort-related en-vironmental variables at a time, without considering how the multitude of  environmental variables may interact with each other. Nor do they consider how human behaviour may adapt in an integrated environment. Rigorous research on how green or high-performance schools in particular may impact the performance and/or health of  students and teachers is also not extensive.2 Previ-ous studies in this area can generally be categorised as two types: those that have relied on subjective surveys of  the built environment, rather than physical objective measurements and those that have focused on a relatively small number of  samples with periodic physical measurements. Examples in the former group include Earthman et al.,3 Hines,4 Durán-Narucki.5 Results from these studies using opinion-based sur-veys do indicate improved student outcomes with better built environments, but unfortunately often cannot provide ac-curate predictions of  that relationship. Investigations in the latter group tend to focus on only one or two aspects of  the built environment; Schneider6 and Baker and Bernstein7 pro-vide reviews of  such work. Although some do find relation-ships between building attributes (e.g. the indoor air quality, thermal, lighting, or acoustic conditions) and improved ac-ademic outcomes, too many draw conclusions from indirect measures (health or performance through absenteeism, for example), from ill-designed experiments with a lack of  sta-tistical rigour, or from anecdotal evidence. With funding from the U.S. Environmental Protection Agency’s (EPA) Healthy Schools initiative, a research team from the University of  Nebraska– Lincoln (UNL) is cur-rently working on establishing how environmental condi-tions in K-12 school buildings impact student scholastic achievement. The objectives of  the research project are: (1) to study comprehensively the impacts of  a wide set of  indoor environmental factors (including indoor air quality, thermal, lighting and acoustic conditions) on student achievement; (2) to investigate how these environmental conditions inter-act with each other to impact student achievement; (3) to rank order the environmental variables in terms of  their rel-ative impact on student achievement and (4) to determine how these effects vary with different demographic (e.g. so-cio-economic) groups. Published in Indoor and Built Environment 25:6 (2016), pp 869–871. doi 10.1177/1420326X16660456 Copyright © 2016 Josephine Lau, Lily M. Wang, Clarence Waters, and James Bovaird Published by SAGE Publications.   A need for evidence-based and multidisciplinary research  to study the effects of the interaction of school environmental conditions on student achievement Josephine Lau,1 Lily M. Wang,1 Clarence Waters,1 and James Bovaird2  1 Durham School of  Architectural Engineering and Construction, University of  Nebraska–Lincoln, Lincoln, USA 2 College of  Education and Human Sciences, University of  Nebraska–Lincoln, Lincoln, USA Corresponding author — Josephine Lau, Durham School of  Architectural Engineering and Construction, University of  Nebraska–Lincoln, Lincoln, NE, USA; email jlau3@unl.edu   869digitalcommons.unl.edu870 L au ,  W a n g ,  W at e r s ,  & B ova i r d  i n  I n d o o r  a n d  B u I lt  E n v I ro n m E n t  25  (2016) Importance of school environment and novelty of the research According to 2013 statistics from the United States De-partment of  Education, about 50 million students attend 98,800 public elementary and secondary schools, in the U.S.8 In the past decade, over $20 billion has been spent annually, on average, on school construction.7 However, large numbers of  school facilities and classrooms are still in poor shape, and these poor building conditions may be negatively affecting student performance and health. Children in particular are more susceptible than adults to negative impacts from their environment.9,10 One exam-ple is that they are more susceptible to environmental pol-lutants than adults because they breathe higher volumes of  air relative to their body weights.11 They also require higher acoustic signal-to-noise ratios to achieve the same speech intelligibility scores as adults, due to the level of  their cog-nitive development and lack of  vocabulary.12 Not only are children more sensitive than adults but classrooms are more crowded than offices, and children have fewer ways of  reg-istering complaints.13 The few studies that have been per-formed on children regarding health and performance due to thermal and ventilation conditions have shown similar re-sults as those for adults,14,15 but other aspects of  the indoor environment were not included in those studies. As the fo-cus of  much previous research has been on only a few indoor environmental factors at a time, and their effects on occu-pant satisfaction and performance,1 there is a lack of  under-standing about higher order interactions between combina-tions of  all of  these indoor environmental factors and their impacts on human comfort and performance. This project proposes to fill this significant information gap, with empha-sis on K-12 classrooms. The UNL research team currently gathers environmen-tal data from a large number of  local in-use K-12 classrooms throughout different seasons, and plans to link that data to student achievement outcomes, student absenteeism rates and demographics. Many previous studies have involved laboratory studies that allow control of  environmental con-ditions, but subjects only occupy and perform tasks in the space for some short time period.16 The novelty of  the pro-posed research is that in-situ data are being mined from ex-isting classrooms and correlated to actual student achieve-ment outcomes. The difficulties with running this research in the past have included (a) forming a research team with the wide-ranging expertise required in indoor air quality, ther-mal, lighting, and acoustic conditions, as well as statistical analysis and (b) gaining access to classrooms for detailed measurements and access to student achievement data. The research team has established a good working relationship with local school systems, and they provide the required ac-cess and student data. Dr. Lily Wang, the principal investiga-tor and an acoustic expert, has joined with her colleagues Dr. Clarence Waters, a lighting expert and Dr. Josephine Lau, an indoor air quality expert, to oversee the gather detailed en-vironmental measurements from more than 200 classrooms in the mid-west region. The educational psychologist, Dr. James Bovaird, will subsequently use sophisticated statisti-cal tools to correlate each condition, as well as the complex interplay of  conditions, with student performance on stan-dardised tests. This collaboration provides the technical ex-pertise across the broad range of  disciplines necessary for this study. Acknowledgement and Funding — The UNL research team is one of  seven research groups chosen nationally to receive approx-imately $1 million each as part of  the U.S. Environmental Protec-tion Agency’s Healthy Schools initiative. For updates and the lat-est progress of  this project, please visit the following website: http://engineering.unl.edu/healthyschools/  For the information on the other six universities and teams, across the United States, which are also funded by the EPA on this initiative, for different research and community engagement activ-ities towards improving public school design, construction and op-eration practices, please check: https://cfpub.epa.gov/ncer_abstracts/index.cfm/fuseaction/re-cipients.display/rfa_id/568/records_per_page/ALL The authors received no financial support for the research, au-thorship and/or publication of  this article. The authors declared no potential conflicts of  interest with respect to the research, au-thorship and/or publication of  this article.Authors’ contributions — All authors contributed equally in the preparation of  the literature review and draft of  the paper and to the research ideas presented, while Josephine Lau and Lily Wang led the final revision and editing of  the manuscript. References 1. ASHRAE. ASHRAE guideline 10: interactions affecting the achievement of  acceptable indoor environments. Atlanta, GA: ASHRAE, Inc., 2011. 2. National Research Council (NRC). Committee to Review and Assess the Health and Productivity Benefits of  Green Schools. Green schools: attributes for health and learning. Washington, DC: The National Academies Press, 2006. 3. Earthman GI, Cash CS and Van Berkum D. A statewide study of  student achievement and behavior and school building con-dition. In: The annual meeting of  the Council of  Educational Facility Planners International (CEFPI), Dallas, TX, 19 Sep-tember 1995. 4. Hines EW. Building condition and student achievement and be-havior. Unpublished Doctoral Dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA, 1996. 5. Durá n-Narucki V. School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. J Environ Psychol 2008; 28: 278–286. 6. Schneider M. Do school facilities affect academic outcomes? (Re-port no. ED 470979). Washington, DC: National Clearinghouse for Educational Facilities, (2002, accessed 7 December 2016). i n t e r a c t i o n  o f  s c h o o L  e n v i ro n m e n ta L  c o n d i t i o n s  a n d  s t u d e n t  a c h i e v e m e n t   8717. Baker L and Bernstein H. The impact of  school buildings on stu-dent health and performance: a call for research. New York, NY: McGraw-Hill Research Foundation, (2012, accessed 9 March 2013). 8. National Center for Education Statistics (NCES), US Depart-ment of  Education. The condition of  education, http://nces.ed.gov/pubs2013/2013037.pdf   (2013, accessed 7 December 2016). 9. Berman SM, Navvab M, Martin MJ, Sheedy J and Tithof  W. A comparison of  traditional and high colour temperature light-ing on the near acuity of  elementary school children. Light Res Technol 2006; 38: 41–52. 10. Leibold LJ and Neff  DL. Effects of  masker-spectral variabil-ity and masker fringes in children and adults. J Acoust Soc Am 2007; 121: 3666–3676. 11. Ritz B and Wilhelm M. Air pollution impacts on infants and children. UCLA Southern California Environmental Report Card (Fall). Los Angeles, CA: UCLA Institute of  the Environ-ment and Sustainability, http://www.environment.ucla.edu/re-portcard/article1700.html (2008, accessed 7 December 2016). 12. Stelmachowicz PG, Hoover BM, Lewis DE, Kortekaas RW and Pittman AL. The relation between stimulus context, speech audibility, and perception for normal-hearing and hearing-im-paired children. J Speech Lang Hear Res 2000; 43: 902–914. 13. Mendell MJ and Heath GA. Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of  the literature. Indoor Air J 2005; 15: 27–32. 14. Wargocki P and Wyon DP. The effects of  outdoor air supply rate and supply air filter condition in classrooms on the per-formance of  schoolwork by children. HVAC&R Res 2007; 13: 165–191. 15. Wargocki P and Wyon DP. The effects of  moderately raised classroom temperatures and classroom ventilation rate on the performance of  schoolwork by children. HVAC&R Res 2007; 13: 193–220. 16. Tiller DK, Wang LM, Musser A and Radik MJ. Combined ef-fects on noise and temperature on human comfort and perfor-mance. ASHRAE Trans 2010; 116: 522–540. 

A need for evidence-based and multidisciplinary research
to study the effects of the interaction of school environmental
conditions on student achievement

UNL | Libraries

University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Architectural Engineering -- Faculty Publications Architectural Engineering and Construction,Durham School of
2016
A need for evidence-based and multidisciplinary
research to study the effects of the interaction of
school environmental conditions on student
achievement
Josephine Lau
University of Nebraska-Lincoln, jlau3@unl.edu
Lily M. Wang
University of Nebraska, lwang4@unl.edu
Clarence E. Waters
University of Nebraska-Lincoln, cwaters2@unl.edu
James A. Bovaird
University of Nebraska - Lincoln, jbovaird2@unl.edu
Follow this and additional works at: http://digitalcommons.unl.edu/archengfacpub
Part of the Architectural Engineering Commons, Construction Engineering Commons,
Environmental Design Commons, and the Other Engineering Commons
This Article is brought to you for free and open access by the Architectural Engineering and Construction, Durham School of at
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Architectural Engineering -- Faculty Publications by an
authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Lau, Josephine; Wang, Lily M.; Waters, Clarence E.; and Bovaird, James A., "A need for evidence-based and multidisciplinary research
to study the effects of the interaction of school environmental conditions on student achievement" (2016). Architectural Engineering --
Faculty Publications. 94.
http://digitalcommons.unl.edu/archengfacpub/94
Green or high-performance buildings have been a topic of  much discussion and research in the architectural 
engineering community since the 1990s. Of  interest is the 
potential positive environmental impact when compared to 
standard building construction, as well as the belief  that the 
indoor environments of  such buildings can positively im-
pact occupant comfort, performance and health. However, 
evidence-based research on claims of  improving occupant 
outcomes is rather limited. Certain aspects of  the built en-
vironment, including indoor air quality, thermal, lighting 
and acoustic conditions, have been linked to human comfort 
and performance, but only in a limited fashion as is appar-
ent from the literature review provided in ASHRAE Guide-
line 10 “Interactions Affecting the Achievement of  Accept-
able Indoor Environments.”1 Furthermore, the majority of  
studies cited in this ASHRAE guideline have investigated 
the effects of  only one or two human-comfort-related en-
vironmental variables at a time, without considering how 
the multitude of  environmental variables may interact with 
each other. Nor do they consider how human behaviour may 
adapt in an integrated environment. 
Rigorous research on how green or high-performance 
schools in particular may impact the performance and/or 
health of  students and teachers is also not extensive.2 Previ-
ous studies in this area can generally be categorised as two 
types: those that have relied on subjective surveys of  the built 
environment, rather than physical objective measurements 
and those that have focused on a relatively small number of  
samples with periodic physical measurements. Examples in 
the former group include Earthman et al.,3 Hines,4 Durán-
Narucki.5 Results from these studies using opinion-based sur-
veys do indicate improved student outcomes with better built 
environments, but unfortunately often cannot provide ac-
curate predictions of  that relationship. Investigations in the 
latter group tend to focus on only one or two aspects of  the 
built environment; Schneider6 and Baker and Bernstein7 pro-
vide reviews of  such work. Although some do find relation-
ships between building attributes (e.g. the indoor air quality, 
thermal, lighting, or acoustic conditions) and improved ac-
ademic outcomes, too many draw conclusions from indirect 
measures (health or performance through absenteeism, for 
example), from ill-designed experiments with a lack of  sta-
tistical rigour, or from anecdotal evidence. 
With funding from the U.S. Environmental Protection 
Agency’s (EPA) Healthy Schools initiative, a research team 
from the University of  Nebraska– Lincoln (UNL) is cur-
rently working on establishing how environmental condi-
tions in K-12 school buildings impact student scholastic 
achievement. The objectives of  the research project are: (1) 
to study comprehensively the impacts of  a wide set of  indoor 
environmental factors (including indoor air quality, thermal, 
lighting and acoustic conditions) on student achievement; 
(2) to investigate how these environmental conditions inter-
act with each other to impact student achievement; (3) to 
rank order the environmental variables in terms of  their rel-
ative impact on student achievement and (4) to determine 
how these effects vary with different demographic (e.g. so-
cio-economic) groups. 
Published in Indoor and Built Environment 25:6 (2016), pp 869–871. doi 10.1177/1420326X16660456 
Copyright © 2016 Josephine Lau, Lily M. Wang, Clarence Waters, and James Bovaird 
Published by SAGE Publications.   
A need for evidence-based and multidisciplinary research  
to study the effects of the interaction of school environmental 
conditions on student achievement 
Josephine Lau,1 Lily M. Wang,1 Clarence Waters,1 and James Bovaird2  
1 Durham School of  Architectural Engineering and Construction, University of  Nebraska–Lincoln, Lincoln, USA 
2 College of  Education and Human Sciences, University of  Nebraska–Lincoln, Lincoln, USA 
Corresponding author — Josephine Lau, Durham School of  Architectural Engineering and Construction, University of  Nebraska–Lincoln, Lincoln, NE, 
USA; email jlau3@unl.edu   
869
digitalcommons.unl.edu
870 L au ,  W a n g ,  W at e r s ,  & B ova i r d  i n  I n d o o r  a n d  B u I lt  E n v I ro n m E n t  25  (2016) 
Importance of school environment and novelty 
of the research 
According to 2013 statistics from the United States De-
partment of  Education, about 50 million students attend 
98,800 public elementary and secondary schools, in the U.S.8 
In the past decade, over $20 billion has been spent annually, 
on average, on school construction.7 However, large numbers 
of  school facilities and classrooms are still in poor shape, and 
these poor building conditions may be negatively affecting 
student performance and health. 
Children in particular are more susceptible than adults 
to negative impacts from their environment.9,10 One exam-
ple is that they are more susceptible to environmental pol-
lutants than adults because they breathe higher volumes of  
air relative to their body weights.11 They also require higher 
acoustic signal-to-noise ratios to achieve the same speech 
intelligibility scores as adults, due to the level of  their cog-
nitive development and lack of  vocabulary.12 Not only are 
children more sensitive than adults but classrooms are more 
crowded than offices, and children have fewer ways of  reg-
istering complaints.13 The few studies that have been per-
formed on children regarding health and performance due 
to thermal and ventilation conditions have shown similar re-
sults as those for adults,14,15 but other aspects of  the indoor 
environment were not included in those studies. As the fo-
cus of  much previous research has been on only a few indoor 
environmental factors at a time, and their effects on occu-
pant satisfaction and performance,1 there is a lack of  under-
standing about higher order interactions between combina-
tions of  all of  these indoor environmental factors and their 
impacts on human comfort and performance. This project 
proposes to fill this significant information gap, with empha-
sis on K-12 classrooms. 
The UNL research team currently gathers environmen-
tal data from a large number of  local in-use K-12 classrooms 
throughout different seasons, and plans to link that data to 
student achievement outcomes, student absenteeism rates 
and demographics. Many previous studies have involved 
laboratory studies that allow control of  environmental con-
ditions, but subjects only occupy and perform tasks in the 
space for some short time period.16 The novelty of  the pro-
posed research is that in-situ data are being mined from ex-
isting classrooms and correlated to actual student achieve-
ment outcomes. The difficulties with running this research in 
the past have included (a) forming a research team with the 
wide-ranging expertise required in indoor air quality, ther-
mal, lighting, and acoustic conditions, as well as statistical 
analysis and (b) gaining access to classrooms for detailed 
measurements and access to student achievement data. The 
research team has established a good working relationship 
with local school systems, and they provide the required ac-
cess and student data. Dr. Lily Wang, the principal investiga-
tor and an acoustic expert, has joined with her colleagues Dr. 
Clarence Waters, a lighting expert and Dr. Josephine Lau, an 
indoor air quality expert, to oversee the gather detailed en-
vironmental measurements from more than 200 classrooms 
in the mid-west region. The educational psychologist, Dr. 
James Bovaird, will subsequently use sophisticated statisti-
cal tools to correlate each condition, as well as the complex 
interplay of  conditions, with student performance on stan-
dardised tests. This collaboration provides the technical ex-
pertise across the broad range of  disciplines necessary for 
this study. 
Acknowledgement and Funding — The UNL research team is 
one of  seven research groups chosen nationally to receive approx-
imately $1 million each as part of  the U.S. Environmental Protec-
tion Agency’s Healthy Schools initiative. For updates and the lat-
est progress of  this project, please visit the following website: 
http://engineering.unl.edu/healthyschools/  
For the information on the other six universities and teams, 
across the United States, which are also funded by the EPA on this 
initiative, for different research and community engagement activ-
ities towards improving public school design, construction and op-
eration practices, please check: 
https://cfpub.epa.gov/ncer_abstracts/index.cfm/fuseaction/re-
cipients.display/rfa_id/568/records_per_page/ALL 
The authors received no financial support for the research, au-
thorship and/or publication of  this article. The authors declared 
no potential conflicts of  interest with respect to the research, au-
thorship and/or publication of  this article.
Authors’ contributions — All authors contributed equally in the 
preparation of  the literature review and draft of  the paper and to 
the research ideas presented, while Josephine Lau and Lily Wang 
led the final revision and editing of  the manuscript. 
References 
1. ASHRAE. ASHRAE guideline 10: interactions affecting the 
achievement of  acceptable indoor environments. Atlanta, GA: 
ASHRAE, Inc., 2011. 
2. National Research Council (NRC). Committee to Review and 
Assess the Health and Productivity Benefits of  Green Schools. 
Green schools: attributes for health and learning. Washington, 
DC: The National Academies Press, 2006. 
3. Earthman GI, Cash CS and Van Berkum D. A statewide study 
of  student achievement and behavior and school building con-
dition. In: The annual meeting of  the Council of  Educational 
Facility Planners International (CEFPI), Dallas, TX, 19 Sep-
tember 1995. 
4. Hines EW. Building condition and student achievement and be-
havior. Unpublished Doctoral Dissertation, Virginia Polytechnic 
Institute and State University, Blacksburg, VA, 1996. 
5. Durá n-Narucki V. School building condition, school attendance, 
and academic achievement in New York City public schools: A 
mediation model. J Environ Psychol 2008; 28: 278–286. 
6. Schneider M. Do school facilities affect academic outcomes? (Re-
port no. ED 470979). Washington, DC: National Clearinghouse 
for Educational Facilities, (2002, accessed 7 December 2016). 
i n t e r a c t i o n  o f  s c h o o L  e n v i ro n m e n ta L  c o n d i t i o n s  a n d  s t u d e n t  a c h i e v e m e n t   871
7. Baker L and Bernstein H. The impact of  school buildings on stu-
dent health and performance: a call for research. New York, NY: 
McGraw-Hill Research Foundation, (2012, accessed 9 March 
2013). 
8. National Center for Education Statistics (NCES), US Depart-
ment of  Education. The condition of  education, http://nces.
ed.gov/pubs2013/2013037.pdf   (2013, accessed 7 December 
2016). 
9. Berman SM, Navvab M, Martin MJ, Sheedy J and Tithof  W. A 
comparison of  traditional and high colour temperature light-
ing on the near acuity of  elementary school children. Light Res 
Technol 2006; 38: 41–52. 
10. Leibold LJ and Neff  DL. Effects of  masker-spectral variabil-
ity and masker fringes in children and adults. J Acoust Soc Am 
2007; 121: 3666–3676. 
11. Ritz B and Wilhelm M. Air pollution impacts on infants and 
children. UCLA Southern California Environmental Report 
Card (Fall). Los Angeles, CA: UCLA Institute of  the Environ-
ment and Sustainability, http://www.environment.ucla.edu/re-
portcard/article1700.html (2008, accessed 7 December 2016). 
12. Stelmachowicz PG, Hoover BM, Lewis DE, Kortekaas RW 
and Pittman AL. The relation between stimulus context, speech 
audibility, and perception for normal-hearing and hearing-im-
paired children. J Speech Lang Hear Res 2000; 43: 902–914. 
13. Mendell MJ and Heath GA. Do indoor pollutants and thermal 
conditions in schools influence student performance? A critical 
review of  the literature. Indoor Air J 2005; 15: 27–32. 
14. Wargocki P and Wyon DP. The effects of  outdoor air supply 
rate and supply air filter condition in classrooms on the per-
formance of  schoolwork by children. HVAC&R Res 2007; 13: 
165–191. 
15. Wargocki P and Wyon DP. The effects of  moderately raised 
classroom temperatures and classroom ventilation rate on the 
performance of  schoolwork by children. HVAC&R Res 2007; 
13: 193–220. 
16. Tiller DK, Wang LM, Musser A and Radik MJ. Combined ef-
fects on noise and temperature on human comfort and perfor-
mance. ASHRAE Trans 2010; 116: 522–540. 


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A need for evidence-based and multidisciplinary research to study the effects of the interaction of school environmental conditions on student achievement

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