Assessment of Indoor Particulate Matter and Teacher's Perceived Indoor Climate in Government Schools of Bilaspur District, Chhattisgarh, India: A Cross-Sectional Study.

CONTEXT

Indoor air pollution (IAP) affects the long-term health, cognitive growth, and academic performance of children. Since children spend most of their time at school, quantifying IAP in classrooms is an important parameter for air pollution.

AIM

To assess the average particulate matter (PM) levels inside and outside of classrooms along with their associated factors and teacher's perceived indoor climate.

SETTING AND DESIGN

Cross-sectional survey in nine government-run schools.

METHODS AND MATERIAL

PM and PM were measured inside the classroom and outdoors simultaneously during summers, using an Atmos monitor for two consecutive days, along with several school and classroom characteristics. Perception about indoor air quality was captured from teachers (n = 15) using a validated questionnaire.

STATISTICAL ANALYSIS

Mean values of PM using mixed effect linear regression. Perceived indoor air quality is presented using percentages.

RESULTS

Mean indoor PM and PM was 52.5 µg/m and 65 µg/m. Indoor and outdoor PM levels were highly correlated, but the indoor-outdoor ratio of PM concentrations was more than 1. Teachers were mostly bothered by dust, dirt, and noise in the schools.

CONCLUSION

Indoor air quality was higher than World Health Organization (WHO) standards but within the national standards. Need further research to find the exact cause for higher indoor PM levels compared to outdoor PM levels.