Leading researchers involved in studying the indoor spread of COVID-19 have compiled ten easy-to-follow tips to help school leaders decide whether to use air cleaning technology in classrooms (@UniversityLeeds).
Good ventilation is known to reduce the risk of contracting the viruses that cause COVID-19 and other respiratory infections, but some schools are struggling to ensure adequate ventilation.
You may have windows that don't open or only partially open. Schools may not be able to open windows due to traffic noise and exhaust fumes or other unfavorable environmental conditions.
Some school leaders are now considering the use of air purification technologies to offset poor air quality. The devices suck in air and filter it to remove virus particles, or irradiate the air with disinfecting UV light.
The University of Leeds is involved in major scientific research into the effectiveness of two types of air cleaning technology in schools, led by the Center for Applied Educational Research in Bradford. But the results won't be known until later in the year.
The scientists leading the study hope the devices will have a positive impact on improving air quality and, amid pressure on school leaders to look for ways to improve air circulation in schools, have put together a guide to help Helping schools make decisions about which technologies to use would work for them.
The full guide will be published on the TES website today (Thursday).
Professor Cath Noakes of the Leeds School of Civil Engineering and a leading expert on using ventilation to limit the spread of pathogens, said: "Air cleaning technologies are not a quick fix for infection control: they can increase ventilation, but they can. Don't replace it. So a question for schools to think about is: is it better to invest in better ventilation or add air purification devices?
"Obviously, some schools will find it difficult to improve ventilation without significant investment, and then air purification technology is probably a good option. But careful thought must be given to how the system is configured to be more efficient.
Tips for school leaders include:
1: First try to improve ventilation
Carbon dioxide monitors can identify poorly ventilated spaces. A reading consistently above 1,500 parts per million (ppm) when the classroom is occupied requires additional measures, such as B. Cleaning the air when ventilation cannot be improved.
2: Evaluate whether air purification technology is a good investment
Air purification technology can be an important measure against the transmission of COVID-19 and other infectious viruses. But there may be other benefits as well. Air filtration also removes other particles like soot, pollen, and dust, and can help reduce exposure to hay fever allergens and traffic pollutants, which can aggravate asthma. Therefore, consideration should be given to whether an investment in air purification is needed as a short-term solution (6 to 12 months) until ventilation can be improved, or whether it is likely to be needed over the longer term (1 to 5 years). to create a healthy learning environment.
3: costs and benefits
Devices range in price from £100 to £1,500 and vary in quality and effectiveness. Cleaning the air may not remove all virus particles and will not prevent the virus from spreading between students who are in close proximity to each other. Investing in better ventilation could lead to higher yields.
4: Choose the right team
To effectively remove viruses, the system must have high-quality filters that capture particles around 0.5 microns in diameter, where one micron is one millionth of a meter. The amount of clean air to be produced depends on the size of the room and the ventilation provided and can be calculated with a reasonable degree of accuracy if a ventilation assessment is carried out.
As a rule of thumb, in a typical 32-person classroom, a Total Clean Air Delivery Rate (CADR) of around 720 cubic meters per hour (m3/h) is usually a good estimate. This is often best provided with two or three smaller units, each with a CADR of 240-360 m3/h, rather than a single large unit.
5: Where will the devices be located?
Portable devices should be placed away from walls and should not be in a cramped position where furniture or curtains could restrict airflow. Wall-mounted units, such as the UV-based units in the Bradford Schools study, may be more appropriate where floor space is at a premium, but generally require more extensive electrical work to power them.
6: maintenance and operating costs
Consider the cost of replacement filters and determine where they can be purchased and how often they need to be replaced. When air purification devices are used in more polluted environments, the filters may need to be replaced more frequently.
7: Schedule filter changes during the school year
Filter changes can often be done in-house, but if you have a large school with multiple units it may be more efficient to contract with a vendor for maintenance. Filter changes have a low risk of virus release, but are best done when there are no children in the room.
8: Provide staff training
It's important to remind employees that they should always open doors and windows, but probably not that often or that often. An air filter only removes particles from the air, not carbon dioxide. It is also important to ventilate the room when using an air purification device. Numerous studies show that ventilation is important for health and well-being beyond COVID-19.
9: Conduct a health and safety risk assessment
Conduct a risk assessment of the use and maintenance of air purification devices.
10: Someone to take charge of the units
A person must be named who is responsible for managing the devices. This can be someone from the school's field service team, a company/site manager, a technician, or a member of the teaching staff.
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