Recent research in neuroscience and endocrinology clearly demonstrates that experiencing nature has significant benefits, both psychological and physiological. Bringing nature and references to nature into the built environment is the purpose of biophilic design. This white paper compiles an economic argument for biophilic design in the built environment. Includes a chapter on school environments, discussing daylighting and outdoor learning opportunities as a means to improve test scores and positively impact the stress levels of society’s youngest members. 39p

Explores research from two perspectives: from the lens of the child’s experience with their built environment, and from how different stakeholders can play an important role in bringing that research to light. Sheds light on the critical need for research around how the school building—through its design, maintenance and operations—impacts the health and performance of the students in those buildings. 35p

Children in the United States are losing access to nature, yet previous research suggests that time in nature provides benefits for children's healthy development. Youth withdrawal from the natural world comes at a time in history when understanding environmental issues demands a knowledge of the natural environment and human's relationship to it. Schools have an opportunity to provide access to nature, but traditionally do not. This portraiture study investigated children's experiences in a schoolyard habitat at a public, traditional school with the purpose of illuminating how the fourth, fifth, and sixth grade students felt, knew about, and acted in the natural setting. The findings indicated five major benefits of a schoolyard habitat used as a classroom throughout the school day: (1) critical thinking and curiosity; (2) ownership and identity; (3) peace and calm; (4) respite and respect; and (5) adventure and imagination. Present in all of those distinct yet interrelated themes was intellect, movement, joy, trust and confidence, safety, comfort and familiarity, respect, and relationships between students and between students and teachers. The study concluded that children's physical, intellectual, and emotional selves were all actively benefiting from the time in the habitat, that a balance of free and promoted action naturally occurred for students and teachers, and that the habitat was a place of kindness and respect. The study has implications for research and practitioners in children's sense of place, schooling, environmental literacy, and portraiture as a methodology to research children's experiences of place. [Author's abstract] 312p

This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education.[Authors' abstract] 41p

This report is for school leaders who are leading and developing sustainable schools. It summarizes the findings from Forum for the Future and the Institute of Education's 2009-10 research for the National College into how school leaders are developing and embedding sustainability within their schools and communities. It includes examples of the skills, tools and activities school leaders are using to do this. Includes characteristics of a sustainable school. The study highlighted that there are two distinct phases of innovation as schools make the transition from one stage to another. These phases are practice development and strategic integration.

The role of physical school environment on student health and education is becoming better understood. A growing body of literature indicates that improved physical environments in schools (e.g., indoor air quality, lighting, and acoustic conditions) can enhance student health outcomes. In parallel, the green building movement centers around designing buildings, including schools, that are more sustainable to decrease energy consumption, minimize environmental impact, and create healthier spaces for occupants. This paper synthesizes the findings from both green design studies and school outcomes studies to provide a systematic evaluation of the potential impacts of green school design features on student health outcomes. Three inter-related topics are covered in detail: (i) overview of the “green” concept, including existing guidelines for “greening” schools, attitudes toward green schools, and condition of the physical environments in non-green schools; (ii) potential effects of the physical environment on school children, including documentation of national statistics and summary of findings from school research studies; (iii) synthesis of findings, including a discussion of the knowledge gaps in the field of green school research and conclusions.[Authors' abstract] p169-179

The combination of green school design, green organizational behavior, and aligned educational goals sets the stage for the attributes of green schools to become teaching tools. School facilities, whether functioning well or not, serve as powerful pedagogical instruments. This research study focused on five LEED certified green schools promoting sustainability through building design, operations, and curriculum. Participating schools were LEED certified and offered a formal environmental education program. The purpose of the study was to explore the combination of attributes leading to success in developing a methodology for best practices resulting in a model for whole-school sustainability. Shared sustainable values among stakeholders formed a supportive culture informing decisions about facility design and curriculum and guided the whole-school sustainability process. The physical context of participating schools reinforced successful whole-school sustainability through hands-on learning opportunities for students and physical representation of the entity‘s values. Finally, the alignment of sustainability values within culture, curriculum, and facility operations was found to be critical to the success of whole-school sustainability.[Author's abstract] 139p.

This study aimed to compare a number of quantitative and qualitative aspects of usage across a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools. Student, teacher and staff absenteeism data, as well as Grade 3 and 6 student performance data on reading, writing and arithmetic tests administered by Ontario’s Education Quality and Accountability Office were collected. A survey of 150 teachers was conducted to investigate their satisfaction with the indoor air quality, lighting, thermal comfort and acoustics of their school buildings. The statistical analysis of the data showed that teachers in green schools were in general more satisfied with their classrooms and personal workspaces’ lighting, thermal comfort, indoor air quality, heating, ventilation and air conditioning than teachers in the other schools. Nevertheless, they were less satisfied with acoustics. Student, teacher and staff absenteeism in green schools also improved by 2–7.5%, whereas student performance improved by 8–19% when compared with conventional schools. However, these improvements were not statistically significant and could not therefore be generalised to all Toronto public schools. Whether these marginal improvements justify the extra cost premium of green buildings remains an active contentious topic that will need further investigation. [Authors' abstract]

As student enrollment increases in the United States, so too does the demand for educational facilities. School districts that have faced successive years of budget shortfalls have neglected renovations to existing facilities in order to pay for more immediate operating costs. As a result, a growing number of schools have environmental hazards such as poor indoor air quality and inadequate ventilation. Education facilities are also voracious consumers of energy. A green building movement has emerged in the past decade that has sought to minimize the impact that school construction has on the environment, while also providing learning environments conducive to student and faculty health. Proponents of green building claim that green schools improve student test scores, promote better attendance, and provide healthier learning environments. This study focused on four elementary schools that meet the Leadership in Energy and Environmental Design (L.E.E.D.) standard and sought to determine whether students in these schools had better standardized test scores, better attendance rates, and fewer health problems than students in conventionally constructed schools. [Author's abstract] 137p

This study examines the relationship between environmental sustainability and green schools, seeking to highlight the benefits and determine the Net Present Value (NPV) installing vegetative roofs on all schools in the Atlanta Public Schools District. This study quantifies the costs and benefits of thin-layer, or extensive, green roof systems as they compare to typical flat roofs on Atlanta Public Schools. Quantifiable benefits are detailed and suggestions are made to create the means by which other social benefits may be quantified. The purpose of this thesis is to establish proof to the Atlanta Public Schools District that over a 40 year period there are more benefits associated with installing vegetative roofs on all of their flat roofs than there are costs. While some may argue that greens roof are more costly than traditional roof systems, this study provides evidence that the cumulative benefits over a 40 year life cycle associated with large scale green roof installations, such as on all Atlanta Public Schools, are greater than the initial costs incurred. Factors included in the analysis of benefits were reductions to energy/utility costs, reduced emissions, and avoided best management practices (BMPs). Other considerations include social benefits resulting from the mitigation of storm water runoff, reductions to the urban heat island, productivity level increases (students and teachers), and avoided regulatory fees. [Author's abstract]

There is no simple guide to human behavior which architects can use but recommendations rather an understanding of the principles of behavior and of man's interactions with buildings. To investigate the Behaviors of the Elementary School Students, the attitudes and behaviors towards the visual environment of three hundred and fifty primary school students were studied in eleven schools of varying design, with particular reference to factors associated with daylight and fenestration. The survey included social issues, personality characteristics of the primary school students and the varying visual characteristics of the buildings including photometric studies. Considerable proportions of students choose to work or sit near windows, the chief factor being the amount of daylight. View content, view out and nature are important. The most popular children occupy favored window places. Space and comfort both thermal and visual are important. Gender separation is natural. [Authors' abstract] 12p.

This paper outlines the energy challenge and presents the role of education as a vector in changing behaviors related to energy consumption by adopting a sustainable attitude aimed at environmental protection. The emphasis is put on teaching activities that will enhance the capabilities of youngsters and teachers from secondary schools concerning the efficient use of energy and the promotion of Renewable Energy Sources. The authors present their results of designing, experimenting, assessing and transferring an innovative approach to energy education in secondary schools that is expected to enhance the content of curricula and to renew the pedagogical methodology. The role played by schools in a green world is strengthened by on-line training delivered to youngsters via e-books and portals specially designed for this purpose or by learning by doing via interactive games. [Authors' abstract] 17p.

The aims of this project was to investigate the effects of indoor plants on classroom performance in years 6 and 7 students. The trials were conducted in three independent schools in the Brisbane region, with a total of over 360 students in 13 classes. Half of the classes received 3 plants per classroom, and students were tested with standard tests before plant placements and re-tested after 6 weeks of plant presence or absence. In two of the schools, significant improvements were found with plants present, as compared to classes without plants. The consistency of results among schools, classes, and the large student numbers leads the authors to recommend that indoor plants should be a standard installation in school classrooms. 9p.

Defines a “green” school and its benefits to operational savings, health, pedagogy, and the environment. Planning, design, and operations considerations are detailed, while addressing site selection, water efficiency, energy savings, materials, and indoor environmental quality. The major rating systems LEED, CHPS, and Green Globes are also discussed. Joint use of a school and the use of a green school as a teaching tool are addressed, and 72 references are included. 23p.

This fact sheet explains how good IAQ in schools is a critical component of a healthy and comfortable learning environment. Briefly cites evidence to support school indoor air quality management. Basic advice on establishing a school indoor air quality management program is offered, as are 18 references. 2p.

This video tour of the new Manassas Park Elementary School details the facility's abundant sustainable features. The lead architect on the project details the rainwater harvesting system, outdoor classroom, geothermal wells, daylighting, low-maintenance flooring, and environmental themes found throughout the building.

Offers guidance on the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. The book emphasizes how eco-friendly practices for school construction can create an environment that students will emulate and carry into the world. Also included are a focus on the links between best sustainable practices and the specific needs of educational institutions, 19 international case studies of contemporary sustainable schools, information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED) rating system, resources for incremental modernization and operation strategies as well as comprehensive transformation, tips on running an integrated, and contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. 335p.

Presents energy and water use data, indoor environmental quality results, and occupant feedback for this school, which was built in 2004 as part of the Washington Sustainable Schools Protocol pilot projects. The report provides a comparison between projected performance and actual performance after two full school years of occupancy. It includes explanations of sustainable design strategies employed at WMS; quantitative and qualitative evaluation of as-built results, including operations and maintenance feedback; costs/savings reporting, comparing projected values to actual costs/savings; and occupant feedback, including students, staff, school district, and maintenance staff. 247p.

Briefly describes the benefits of "green" schools to the educational program and to occupant health. 3p.

Literature is replete with the harmful effects of poorly maintained facilities on building occupants. District officials are charged with constructing schools of quality while also serving as conscientious stewards of public monies; therefore, school leaders need facility research to support decision-making. The purpose of the study was to examine the impact that schools constructed following Leadership in Energy and Environmental Design (LEED) certification standards have on student achievement, student attendance, and teacher’s perceptions compared to non-LEED schools. Analysis revealed no significant effect for student achievement or attendance. A significant effect was indicated in air quality and to a lesser degree, acoustics. [Author's abstract] 140p

Provides an overview of the positive impacts these schools have on student learning, comprehension and test scores, improved student health, greater productivity, and improved cost-efficiency. The paper begins by defining green schools, discussing obstacles and myths surrounding green schools, and then detailing green school elements of indoor air quality. These include particulates, volatile organic compounds (VOCs), asthma, autism, energy conservation, green cleaning, and mold prevention. Various federal and non-profit sector green school resources are also described. 25p.

Describes new research showing that greener school buildings can have an impact.

School ground greening projects may result in a multitude of benefits for pupils, schools and entire communities. This field report describes a project called “Green school grounds” in Malmö, Sweden and an interdisciplinary research project investigating vegetation establishment and management as well as the effects of the project for children. The project consulted researchers and involved teachers and children at the schools during the process of planning and construction. This field report presents the first results from a pretest evaluation of school ground activity at two schools, part of a larger intervention study. [Authors' abstract]

A forest kindergarten is a special form of daycare, with walks, free play and environmental education in the forest on the daily schedule. Attending a forest kindergarten can contribute to children’s healthy development and is associated with physical activity, concentration, mental health, linguistic development and the prevention of infections. Drawing from systematic observations of 12 German forest kindergartens, this report presents an insight into their daily routines, their surrounding landscape and other essential characteristics. [Authors' abstract]

The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive processes, from visual and acoustic perceptions, via attention to the model, to processes of comprehension and reflection. Aspects of the design of the learning space also modify the interaction among students and between students and their teacher. Furthermore, the different requirements that have emerged through the development toward a learning society and the explosive increase of available information in our society require changes in the design of learning processes and thus of learning environments. Taking biological needs and neurobiological processes into account when designing learning spaces can provide a beneficial learning environment with regard to mental resources. This article will highlight relevant (neuro)biological fundamentals and try to describe resulting conclusions for the design of learning spaces.

Studies how public and private schools are investing in ultra high-performance buildings that provide better learning environments and teach by example. Includes numerous examples and photographs.

Discusses how the pairing of data on building performance and on occupant behavior has gained traction in the school building industry.

Reviews this university's sustainability curriculum that brings together graduate students, sustainability experts, and high school teachers and students. The involvement with the community, guiding principles, and core elements of the curriculum are described.

Discusses three universities' experience with sustainable design. Despite minor issues, all three institutions are saving energy and are pleased as well with the ability to use the building as a teaching tool.

Lists opportunities for instruction that a green roof provides, especially in dense urban neighborhoods. In addition to environmental benefits, a green roof supports plant species, insects, birds, and examples of urban agriculture.

Discusses how to use the school facility to teach sustainability. Special emphasis is placed on how to adapt and change behaviors within existing schools, versus those that were built "green" from the outset. Several examples of environmental programs at work within older schools are highlighted.

Discusses the various approaches used in green school designs and touches on research that shows the learning and health benefits of these techniques. Explores historical accounts of the learning environment and explains LEED certification.

Profiles existing schools that are seeking to be more environmentally friendly through retrofitting. Illinois' Bloom High School is featured. The prudence of incremental improvements to existing buildings, funding options, and the education benefits of student participation in the upgrade process are cited.

Reviews the benefits of "green" schools in terms of indoor air quality, thermal comfort, acoustics, cleanability, and energy savings. The nominal costs of building green and the significant increase in student achievement and life cycle costs are also described.

This article features the University of California, San Diego (UCSD) and the University of California, Irvine (UCI) as examples of the growing efforts of college and university campuses to create more sustainable buildings and to reduce carbon emissions. The authors stress that those who are in higher education have the opportunity to recommit themselves to enabling societal transformation by using each campus "cities" as proofs of concept for the green infrastructure revolution.

Discusses how "green" schools, in addition to saving energy and generating less pollution, improve occupant health. Reduced absenteeism and improved student performance in green schools are addressed.

Advocates creating school buildings that teach environmental stewardship, emphasizing retention of trees, recycling, and school gardens.

Discusses the incorporation of "green" design into facilities for special needs students. Daylighting has been shown to be affective against seasonal affective disorder (SAD), good acoustics are particularly important to students with auditory issues, and good indoor air quality is particularly important to children whose health can be easily compromised.

Reviews efforts to create "sustainability natives" among the digital native students currently enrolled. High performance buildings that also serve as a learning tool are emphasized.

In addition to healthier students and staff, this describes significant long-term cost savings among the benefits that the recipients of an environmentally friendly educational facility enjoy. Improved test scores, lower absenteeism, better morale, greater community support, stronger teacher retention and a more positive impact on the environment are all additional benefits that school administrators can expect from a sustainable school.

Discusses the use of rainwater as a teaching tool, by creating rain gardens bioswales, permeable pavers, and green roofs at school facilities. Explanations of these four features and advice on how to create them are offered, along with advantages of retaining rainwater onsite and use of native plant species.

Profiles Pioneer Middle School in DuPont, Washington. Through collaboration with administration and teachers, the building became a learning tool stressing environmental stewardship. Signage explaining how design reduces the building’s environmental impact, touchscreens that illustrate the buildings utilities usage, and outdoor learning areas are described.