September marks the return to school for millions of students across Italy. Children and teenagers resume their learning journey, spending hours inside classrooms. But a fundamental question should accompany this new beginning: how much does indoor air quality in schools matter for learning?
Air quality in schools is not a detail—it’s a decisive factor for health and learning.
Why air quality in schools matters
Classrooms are high-density indoor environments: in a relatively small space, 20, 25, or even 30 students, plus teachers, may gather. This concentration of people in closed spaces quickly leads to the accumulation of carbon dioxide (CO₂). Additionally, furniture and materials can release volatile organic compounds (VOCs), which further exacerbate air quality issues.
Students also spend a significant amount of time in class: on average, more than 30 hours per week in primary and lower secondary school. As a result, air quality in schools becomes a factor that can directly influence concentration, learning, and long-term health for both students and teachers.
International guidelines set 1000 ppm CO₂ as a key threshold for good air. Studies show this is often exceeded within the first hour, especially in crowded or poorly ventilated classrooms.
The impact of poor air quality on learning
The scientific evidence is clear. A recent study published in Economics of Education Review, based on INVALSI data from over 456,000 Italian middle school students, showed that higher levels of PM2.5 are associated with lower test scores in math and reading. While the average negative effect is modest, it is significantly more pronounced among students from low socioeconomic backgrounds: poor air quality thus contributes to widening educational inequalities.
It’s not only a matter of fine particles. Several studies have highlighted the direct correlation between CO₂ concentration and cognitive functions. An international analysis of more than 2,400 classrooms (Indoor Air Quality in Naturally Ventilated Primary Schools) found a median CO₂ concentration of about 1487 ppm, with 81% of classrooms above the recommended 1000 ppm threshold. These levels are associated with declines in attention, memory, and decision-making ability among students.
Further confirmation comes from the SAMHE Project (Schools’ Air quality Monitoring for Health and Education), coordinated by Imperial College London and published in The Lancet Planetary Health (Chatzidiakou et al., 2023). Monitoring over 500 classrooms in the UK, researchers found that approximately 80% of indoor pollution originated from outdoors, particularly fine particulate matter (PM2.5). Even with windows closed, levels remained critical, demonstrating that natural ventilation alone is insufficient: advanced monitoring and management systems are needed to protect students and teachers.
The consequences extend beyond academic performance: in the long term, poor air quality is linked to respiratory issues, increased allergies, and a reduced quality of life for children and educators.
Main pollutants in classrooms
Indoor air in classrooms is a complex mix, influenced by both external and internal factors. The main pollutants are:
- PM2.5 and PM10: fine particles primarily from outside sources (traffic, heating, industrial activities). They easily penetrate indoors, even with closed windows, and accumulate over time.
- CO₂: produced by respiration, it is the most immediate indicator of inadequate ventilation. High levels signal that the air is not being refreshed.
- VOCs (Volatile Organic Compounds): released by furniture, building materials, paints, and cleaning products. Some VOCs are irritants and, at high concentrations, can have a negative impact on health.
- Comfort factors: temperature and humidity significantly impact perceived comfort and concentration. Noise and lighting also play an important role.
The Italian situation
In Italy, the issue of air quality in schools is closely linked to the broader challenge of school infrastructure. According to an Openpolis analysis, more than half of active school buildings were constructed between 1950 and 1992. This means that many schools are now 30–70 years old and were not designed with modern standards for energy efficiency, ventilation, and indoor comfort—factors that directly impact students’ health and the energy consumption of school buildings.
During the COVID-19 pandemic, the issue became evident: opening windows was the only available measure, but it had negative effects on thermal comfort and energy use. Once the emergency ended, many schools reverted to poorly structured practices, with no effective monitoring in place.
As a result, in a large proportion of Italian school buildings, air quality remains out of control, posing risks to both health and learning, while also compromising the economic and environmental sustainability of the education system.
The role of monitoring
To address the problem of air quality in schools, simply opening windows may seem an easy solution, but it is often ineffective. In winter, it leads to heat loss and higher energy bills, while in summer, it reduces comfort and can bring in outdoor pollutants. In other words, this practice does not ensure a stable improvement in classroom air quality, nor an efficient use of resources.
The most effective solution is constant monitoring of air quality through advanced sensing systems. Smart sensors can measure, in real time, key parameters such as CO₂, PM2.5, PM10, VOCs, temperature, and humidity. Data make it possible to understand when these values exceed critical thresholds and to trigger targeted interventions—either manually or automatically—ensuring safer and more efficient classroom air management.
Moreover, continuous monitoring generates a detailed historical record of classroom air quality, becoming a strategic tool for school leaders and facility managers. With this information, schools can plan structural improvements, optimize system performance, cut energy waste, and improve everyday well-being for students and teachers.
How to improve school air quality: Aircare solutions
Our devices can track up to 12 environmental parameters, including CO₂, PM2.5, PM10, VOCs, temperature, and humidity. The system sends this data to the air treatment unit, and dedicated dashboards display it. School principals and facility managers can then monitor the air quality in every classroom, with clear and immediate indicators.
The results speak for themselves. In real-world case studies in schools and universities, Aircare systems achieved up to a 35% reduction in CO₂, a 32% decrease in PM2.5 levels, and an overall improvement in perceived indoor comfort.
And these are not just numbers: it means more focused students, less fatigued teachers, and learning environments that support rather than hinder education.
Concrete benefits schools can achieve with air quality monitoring
Investing in air quality in schools is not an accessory cost, but a choice that generates clear and measurable benefits on multiple levels.
- Educational: cleaner air leads to more attentive students, better focus, and improved academic performance.
- Health: fewer allergens, fine particles, and CO₂ mean fewer respiratory problems and reduced school absenteeism.
- Management: reliable, real-time data help school leaders and facility managers make evidence-based decisions and plan targeted interventions.
- Energy: ventilation only when needed prevents waste and reduces environmental impact.
Conclusion
As we have seen, air quality in schools is not a minor issue: it is a key factor influencing the well-being and learning of millions of students.
Today, we possess the scientific knowledge and technologies necessary to address the problem in a systematic manner.
Ensuring clean air in classrooms means investing in the nation’s human capital: healthier, more focused, and more motivated students. It is a strategic choice to build schools that are more efficient, sustainable, and inclusive.