Can green schools influence academic performance?
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
The three-model screen
all 1,000 screened works →All three models called this out of scope.
Review synthesizing evidence on green school buildings; appraises the evidence base but answers a substantive domain question about student performance.
The review synthesizes evidence about green schools and academic performance rather than studying evidence synthesis.
Review linking green-school building factors to student academic outcomes; education environment, not research as object.
Abstract
The adoption of green building certification schemes, such as Leadership in Energy and Environmental Design (LEED) for Schools, establishes common building factors among certified schools. Many building factors influence student performance outcomes including cognitive skills, standardized test scores and rates of absenteeism. This review synthesizes current research from 28 new studies and 101 other studies that were previously included in 15 reviews of associations between LEED-specified building factors and these performance outcomes in schools. In appraising the relative quantity and quality of studies, along with the frequency of LEED credits found in certified schools, this review finds that building features common to 100% of LEED-certified schools also have the strongest research supporting associations with academic outcomes, and largely come under the purview of indoor air quality (e.g., minimum ventilation rate, filtration or air cleaning) and acoustic performance. Comparatively, building factors related to the school site and daylighting have fewer associated studies, but findings suggest these are good targets for future research as they may be important for influencing student performance. Achieving a transition to a lower carbon future requires that schools be built with their energy impacts in mind; and this review provides value to those involved in the planning and design of these green schools that facilitate improved student performance outcomes.
Stored with the screening record, where it is evidence for the labels above.
The record
- Venue
- Critical Reviews in Environmental Science and Technology
- Topic
- Sustainable Building Design and Assessment
- Field
- Engineering
- Canadian institutions
- Public Health OntarioUniversity of Toronto
- Funders
- —
- Keywords
- CertificationEnvironmental designIndoor air qualityDaylightingQuality (philosophy)Efficient energy useFidelityAcademic achievementArchitectural engineeringPsychologyEnvironmental economicsMathematics educationEngineeringPolitical scienceCivil engineeringEnvironmental engineeringEconomics
- Has abstract in OpenAlex
- yes