Evaluating the effect of passive cooling strategies in school buildings on children's well-being in Barcelona: A quasi-experimental, mixed methods study.

Passive cooling strategies were implemented in 11 school buildings in Barcelona within a pilot project to improve thermal conditions. The present study aimed to evaluate the intervention's impact on students' comfort and well-being at school. A quasi-experimental pre-post study based on mixed methods was conducted. Quantitative data were collected through self-reported questionnaires administrated to sixth-grade students in 21 schools (11 in an intervention group, IG, and 10 in a comparison group, CG). The authors measured changes in satisfaction with indoor temperature and indoor air quality (IAQ), the presence of bothering factors (temperature too high, temperature too low, unpleasant odours, and lighting problems), and students' well-being and performance. Difference-in-difference analysis was conducted to evaluate differences between the IG and CG in pre-post changes. Qualitative data were collected through photovoice-based sessions (59 sixth grade students) and interviews (7 teachers) in the IG. A thematic content analysis identified three main categories: changes in perceptions of indoor environmental conditions, indoor environment-related health and well-being, and indoor environment and their reported impact on learning. Quantitative findings show positive changes among the IG in perceived indoor temperature, air quality, and well-being at school, while suggest no significant changes in perceptions of temperature too low, lighting problems, and students' performance, in relation to the CG. Compared to the CG, students in the IG perceiving temperature too high significantly decreased among girls, while unpleasant odours decreased only among boys. In the qualitative assessment, participants reported that school transformations improved their indoor thermal and visual comfort, IAQ, and unpleasant odours. Participants also reported a reduction of fatigue, stress, irritability, and stifling sensation, as well as enhanced concentration. This study highlights the benefits of school passive design for student's comfort and well-being in Mediterranean climates and suggests the need to extend these interventions to other school buildings in similar contexts.

Changes in prevalence and socioeconomic inequalities in secondhand smoke exposure in Spanish children, 2016-2019.

INTRODUCTION: Children are vulnerable to secondhand smoke (SHS) exposure, especially those with lower socioeconomic status. This study assesses the changes in prevalence and socioeconomic inequalities in SHS exposure in children younger than 12 years old in Spain between 2016 and 2019. METHODS: We conducted two cross-sectional studies among representative samples of households with children aged <12 years in Spain, in 2016 (n=2411) and 2019 (n=2412). Families were interviewed to assess children's SHS exposure in private settings and outdoor public venues and their adoption of home and car smoke-free rules. We used the education level of the home main earner as a proxy for socioeconomic position. Changes over time in the prevalence and socioeconomic inequalities of SHS exposure and smoke-free rules were estimated through adjusted Poisson regression models with robust variance according to sociodemographic covariates (adjusted prevalence ratios, APRs). RESULTS: In 2019, 70.5% of children were exposed to SHS in Spain. No changes between 2016 and 2019 were found for overall SHS exposure, exposure at home, and at school entrances. SHS exposure increased at public transport stations (APR=1.24; 95% CI: 1.03-1.49) and outdoor hospitality venues (APR=1.17; 95% CI: 1.07-1.29) while it decreased in cars (APR=0.74; 95% CI: 0.56-0.98) and parks (APR=0.87; 95% CI: 0.77-0.98). Households with lower education level had higher prevalence of SHS exposure at home in 2019 compared with those with university studies (primary: APR=1.30; 95% CI: 1.11-1.51; secondary: APR=1.12; 95% CI: 1.00-1.25) and were less likely to adopt home indoor smoke-free rules (primary: APR=0.88; 95% CI: 0.79-0.99; secondary: APR=0.95; 95% CI: 0.89-1.02). Socioeconomic inequalities in SHS exposure at home persisted between 2016 and 2019 (p>0.05), while decreased in smoke-free rules in cars (p=0.039). CONCLUSIONS: Reported SHS exposure among children in Spain remained high between 2016 and 2019. Inequalities persisted at home, highlighting the need for measures to reduce such exposure with an equity perspective.

Adapting Schools to Climate Change with Green, Blue, and Grey Measures in Barcelona: Study Protocol of a Mixed-Method Evaluation.

Under the framework of the Urban Innovative Actions program of the European Commission, in 2020, 11 primary schools in Barcelona were transformed into climate shelters by implementing green, blue, and grey measures. Schoolyards were also opened to the local community to be used during non-school periods. Here we present the study protocol of a mixed-method approach to evaluate the effectiveness of the interventions in terms of improving environmental quality and health for users. We evaluated school level through the following: (1) quantitative pre-post quasi-experimental study, and (2) qualitative evaluation. The quantitative study included measures of (a) environmental variables (collected via low-cost and non-low-cost sensors), (b) students' health and well-being (collected via health questionnaires, attention levels test, and systematic observations), and (c) teachers' health and well-being (collected via thermal comfort measurements and health questionnaires). The qualitative methods evaluated the perceptions about the effects of the interventions among students (using Photovoice) and teachers (through focus groups). The impact of the interventions was assessed at community level during summer non-school periods through a spontaneous ethnographic approach. Data collection started in August 2019 and ended in July 2022. The evaluation provides the opportunity to identify those solutions that worked and those that need to be improved for future experiences, as well as improve the evaluation methodology and replication for these kinds of interventions.