Project examples
School air quality case studies
This page explains the kinds of school air-quality work SchoolAirQuality.uk carries out, how completed projects are documented, and how future case studies will be published — only with the explicit permission of the school, trust or local authority involved.
No fabricated case studies
We do not publish invented client projects, fictional measured results, fictional outcomes or made-up testimonials. School and trust identities are sensitive; completed case studies are only published with the explicit written permission of the organisation concerned, and details that could identify a building or its occupants are removed or generalised where appropriate. Where measured values are quoted, the methodology and measurement period are described so the reader can judge them in context.
Project categories
Types of school air-quality projects we document
School air-quality work covers a wider range of questions than a single category can capture. The categories below describe the kinds of project that may be documented as a case study once a school or trust has agreed to publication.
Classroom ventilation investigation
Targeted investigation of a classroom or block where ventilation is suspected as the underlying cause of stuffiness, CO₂ build-up, condensation or recurring complaints. Combines walk-through, short-period measurement and operational review.
CO₂ monitoring programme
Short or longer-running classroom CO₂ monitoring across several rooms or a whole block, with interpretation against occupancy patterns and ventilation strategy rather than a single threshold.
Mould and damp investigation
Structured investigation of damp, condensation and visible or suspected mould — including moisture readings, surface inspection and, where useful, airborne mould sampling, with a written report on likely sources and recommended actions.
Refurbishment air-quality review
Pre- and post-refurbishment air-quality measurement focused on new flooring, cabinetry, paint and furniture — particularly VOCs, formaldehyde and dust — with practical re-occupation guidance.
Multi-site academy monitoring
Estate-wide monitoring across an academy trust or local-authority portfolio, using a consistent methodology so findings can be compared fairly between buildings and prioritised for action.
Thermal comfort assessment
Assessment of temperature, humidity, overheating risk and draughts across teaching spaces, with an emphasis on operational changes the school can make before any capital intervention.
Case study structure
How a future case study will be presented
Each published case study follows a consistent anonymised structure so a reader can understand the question, the approach and the outcome without needing to identify the school. The structure below is what those write-ups will use.
Step 1
Challenge
The concern the school raised — for example persistent stuffiness, CO₂ complaints, suspected damp, a refurbishment project or an estate-wide review — described in enough detail to be useful without identifying the building.
Step 2
Scope
Which rooms or buildings were covered, which parameters were assessed (for example CO₂, temperature, humidity, particulates, VOCs, formaldehyde, mould indicators), and the agreed deliverable.
Step 3
Methodology
How the work was carried out: structured walk-through, instruments used, measurement period, where loggers were placed, and any limitations of the approach.
Step 4
Findings
What the readings and observations actually showed, described in context — including patterns over time and the relationship between occupancy and ventilation rather than only single peak values.
Step 5
Recommendations
Prioritised actions: immediate operational changes, short-term maintenance items, and longer-term improvements, written so the school's estates team can act on them.
Step 6
Outcome and follow-up
What the school did with the findings, where known and where the school has agreed to share that information, including any follow-up monitoring.
Client confidentiality and permission
School buildings and the wellbeing of their occupants are sensitive subjects. Client-identifying details — school name, location, named individuals, photographs that could identify the building, and detailed plans — are only published with the explicit written permission of the school, academy trust or local authority. Where a project is described before such permission is in place, the description is generalised so the building cannot be identified.
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Have a school air-quality question you'd like investigated?
We can scope the question, agree the approach in writing and produce a practical report. Single school or multi-site estate.
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