Illuminating education : composition and use of lighting in public K-12 classrooms

Abstract

Despite ample research on light's effect on the human body (and particularly its effect on student and teacher health and performance), understanding of light's role in operational energy consumption, and advancement made in architectural design to address these impacts, little is known about actual use patterns and occupant exposure to light in classroom settings. Through the measurement of lighting conditions and an examination of occupant behavior under both electric and natural lighting systems in K- 12 schools of Southern California, this research aims to bridge gaps between knowledge of light's impact on the human body and results of human exposure to various light as well as our understanding of occupant use and the current architectural design of schools. An analysis of illuminance and color temperature measurements across 21 classrooms, observations, and questionnaire responses from 27 teachers reveals muted daylight availability and low and warm color electric lighting conditions in the classroom that consistently falls below recommended illuminance and light levels, as well as lighting controls, installations, and design that may not allow for adequate control within these rooms by occupants. The work presented informs future design choices and assumptions made by architects of K- 12 schools, and may provide context for research on and estimates of light's biological impact on students.