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Issues Recommended for Further Research
Air Quality Further Research
Engage an architect with specialist expertise to analyse building conditions and operational management of environmental systems, and propose options to achieve comfortable and healthy air quality in the school.
Brief the architect to consider naturally ventilated and user-controlled means, for example high and low level opening windows with shelter from rain and drafts. Brief for design that is responsive to changing conditions and adapted to different parts of the building.
We now use two hopper sashes to get more ventilation. [Project Team]
There are a lot of problems with overheating. [Project Team]
The single biggest problems are temperature, noise and ventilation. [Project Team]
Most schools teach with doors open. [Project Team]
They have passive ventilation; ducts are colour coded. [Project Team]
I don't know if the school know how to operate the system. [Project Team]
There is only one radiator because it is well insulated. [Project Team]
Window opening bars restrict blinds. [Project Team]
"The air conditioning and sun blinds are fighting with (having opposing effects) each other." The sun from the south contributes huge solar gain causing overheating. The blinds are on the inside so it is acting as a solar collector which is causing it to "fight with (having opposite effect to) the air conditioning." You could use a breeze soleil (to cool by shading). Shading should be on the outside because shading on the inside acts like a greenhouse. [Environmental Sustainability Designers]
The north should not be designed the same as the south (because there is different exposure to sunlight). [Environmental Sustainability Designers]
There needs to be low and high ventilation. The air is very still. [Environmental Sustainability Designers]
None of the labs appear to be ventilated. Classroom ventilation should have the flexibility to be used for general teaching and laboratory work. [Environmental Sustainability Designers]
There is inadequate fresh air ventilation. Windows are restricted. [Teachers Group 1]
All classes are pleasant, but they are all lacking air. [Teachers Group 3]
You can't open windows (very much) and you don't get a draft. [Teachers Group 3]
Every room is stuffy. [Teachers Group 3]
The windows don't open much so it gets hot. [Teachers Group 3]
The windows let the sun in. [S4]
If they had slit widows at the top like a bus, you could open them. It would make it cooler in the classroom. [S4]
You don't get much air in the windows. [S4]
It only opens 2 inches. [S4]
"In needs actual wind." [S4]
The good thing about computers is that you get the air cooled down. [S4]
There is no ventilation in the social space. [S4]
Staff Car Park Further Research
Consider developing a school transport programme nationally or locally, to encourage staff, parents and students to reduce use of unsustainable modes of transport.
The main vehicle entrance is not obvious. [Project Team]
A berm conceals the car park, but it has not been a problem. [Council]
It is a long way to the car park for staff. [Council]
The staff car park is full, so a larger car park is required. The school will get bigger. [Council]
The car park is far away, so we get wet, and the car park floods. [Teachers Group 1]
Other people use the car park. [Teachers Group 1]
Parents use it for drop-offs. [Teachers Group 1]
There is nowhere else to park. There is no chance of using public transport. Everybody has to come by car. [Teachers Group 1]
Shield Hill kids come by school bus. [Teachers Group 1]
The car park ices up in winter very quickly. [Teachers Group 2]
The car park needs extending. [S6]
There is nowhere for parents to pickup kids. It gets really busy, congested. [S6]
There isn't enough staff parking. It already overflows during exams. We couldn't get a park. [Teachers Group 3]
There is so much building work, lorries block the road and access to staff car park is blocked. Lorries are a hazard to kids and teachers. [Teachers Group 3]
The car park is too small. [Support Staff]
You can get soaked going across the bridge. [Support Staff]
Kids go past and through the car park. [Support Staff]
The staff car park is among the three worst features. [Support Staff]
The location is exposed and staff have to walk from the car park. [Managers]
Classroom Furniture and Equipment Further Research
Engage an industrial designer to advise on furniture design and manufacture with a view to sourcing ergonomic, robust and practical products available for the current school building programme.
Swivel chairs are dangerous.
They break and it disrupts the class. It is stressful telling the kids not to adjust the chairs, especially for young teachers. [Teachers Group 1]
There is not enough room for computers, keyboards and wrist rests. [Teachers Group 1]
It is really hard to fit in the computers and have room for the kids' folders. [Teachers Group 1]
Stools are too big for the tables (in home economics). [S3]
You have limited workspace (in home economics). [S3]
The stools are not comfortable (in home economics). [S3]
Seats are really hard (in home economics). [S3]
The chairs could be more comfortable. [S5]
The geography seats are really uncomfortable. The backs are solid. The bottoms are too solid, plus they are much harder than the others are. There is a funny shape in the back. [S5]
Depending on where you put the tables in chemistry, they wobble. [Teachers Group 2]
Business chairs don't fit the tables and the tables aren't big enough to hold the folders. [Teachers Group 3]
We need a better projection screen. They just put them randomly on the wall. [S4]
Computer seats are quite good. [S4]
There is plenty of space in the computer classes but computers are crammed in. You knock each other. Not all computers work. [S4]
You can't adjust most chairs. Sometimes you get a really high chair and you knock your knees on the table. [S4]
Embodied Energy Further Research
Establish performance standards to minimise environmental damage resulting from production, transportation, assembly and disposal of building materials. Design with consideration for reducing consumption, re-using materials and recycling materials.
Metal windows will have high-embodied energy. [Environmental Sustainability Designers]
Materials should be selected for consideration of embodied energy, waste disposal, toxicity and ability to recycle. [Environmental Sustainability Designers]
If the floor is Marmoleum, it is very good. [Environmental Sustainability Designers]
Wall paint is a petrochemical product so walls won't breathe, which affects personal health. [Environmental Sustainability Designers]
There are opening windows that can never be opened (because they are too high to reach). [Environmental Sustainability Designers]
I worry more about recycling materials than embodied energy. [Environmental Sustainability Designers]
Marmoleum is good. [Environmental Sustainability Designers]
Waste Materials Further Research
Establish (or promote existing) sustainable resource management and recovery programmes for Scottish schools for the benefit of the students' future environment. Incorporate principles of sustainability such as "reduce, re-use and recycle".
There are numerous bins but the janitor had to pick up bottles and rubbish. [Environmental Sustainability Designers]
Bins are not segregated (for recycling waste materials). [Environmental Sustainability Designers]
Waste is mixed; you can't have it in a recycling centre. [Environmental Sustainability Designers]
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