When schools shut down in response to the COVID-19 pandemic, society became acutely aware of the significant roles our educational system fulfills. Above and beyond an education, schools provide meals to families struggling with food security and supervision that enables parents to go to work. Redesigning our approach to schools so they can effectively serve our communities is essential to thriving in the new normal. Districts are scrambling to create back-to-school plans to keep students and teachers safe and still foster a learning environment. While specifics vary from district to district, even from school to school, based on unique needs and circumstances, most involve some combination of virtual learning and on campus time options.

Immediate Solutions

Most immediate solutions must adapt process and behavior around existing facilities: staggered start times, staggered recess and passing periods, spacing out desks, limiting bathroom capacities, designating floors or buildings to specific student groups, adding filters to HVAC systems, mask wearing, frequent handwashing, and keeping the same group of students and teacher together through-out the day. These measures address both hygiene and allows for the isolation and quarantine of a specific group should a student or teacher become infected.

While weathering the current state of affairs by implementing these measures can mitigate the spread, it does rely heavily on teachers, aids, administration and students’ cognizance of their behaviors, such as frequent handwashing and wearing masks, especially in light of July 9 statements by the World Health Organization that current evidence suggests the virus is airborne, capable of spreading through aerosol and not specifically through droplets. In acknowledgement of the limitations of social distance requirements and existing facilities, the educational system is adjusting how they measure instruction. For instance, the state of California recently lowered the number of seat hours requirements, a metric based on how many in-person/in-class instructional hours a student must have in a given academic year.

Forward-Looking Solutions

Immediate responses to keep students and staff safe seem to be more of an exercise in organization but evaluating how current school design is falling short in the face of a pandemic provides an opportunity to innovate new school designs that will be more resilient in the future. Though many of these ideas have existed in architecture for literally thousands of years, the introduction and our subsequent reliance upon mechanical systems alongside theories that eliminating distractions from nature and natural light would help students focus resulted in their abandonment.

We must assume that for now, we’ll still have to comply with established district standards. While we cannot anticipate with any degree of certainty whether classroom size will increase or decrease, there are elements that can be reintroduced into school design immediately to facilitate healthier school environments. For one, multiple hand washing stations in each classroom makes it easier to keep hands clean, wash masks, and generally practice good hygiene. Making all restrooms single occupancy makes them easier to keep clean and addresses social issues that we are becoming more conscious of.

In addition to addressing these obvious sanitation issues, in more temperate climates, designing spaces with operable windows to promote natural ventilation through a stack affect: low windows or vents, typically on the south facing wall of a classroom if possible, and high awning windows on the north side of the room allows hot air to move out through the high windows while drawing cool air in through the lower windows. In addition to increased natural air circulation, this allows for the opportunity to increase the amount of available natural light and a view to exterior spaces, which have been proven to increase information uptake and concentration in students.

In recent years, it has become more accepted that there is no “right way” to learn. As a result, teachers have embraced alternative classroom layouts and seating, allowing students to find what works for them. Not only has this approach yielded unquestionably strong positive response from the students and enhanced academic performance, it is easier to reorganize these classroom spaces into socially distanced arrangements.

Going a step further, taking classrooms outside where possible or even using roll up doors that allow for a blurred boundary between indoor and outdoor space increases the natural ventilation that limits the spread of airborne disease and fosters a positive learning environment. This could mean longer overhangs that shade the classrooms and can shelter students from inclement weather if it otherwise allows for outside learning. This could also mean classrooms opening into a courtyard that doubles as a larger outdoor multipurpose space.

Creative, flexible spaces, which are more adaptable to approaches both towards teaching and student learning styles, allow teachers and administrators to quickly pivot between close person-to-person interaction and socially distanced arrangements when we’re faced with another event that requires us to do so.

With 14 years of experience as a designer and project manager on educational projects, Clarke Forrest of Dahlin Group Architecture Planning brings a multi-skilled and fine-tuned approach to all facets of educational architecture.

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The uncertainty surrounding the impact of the COVID-19 pandemic makes it challenging for college and university faculty members, administrators and facility directors to create a plan for the return of students to campus this fall. Most campuses are currently releasing their plans—usually with a mix of online, in-person, and blended instruction—with campus-specific approaches to scheduling courses and determining who’s on campus and when.

As architects and designers, we’re helping schools navigate these unknowns by creating tools that can quickly and efficiently model multiple scenarios, allowing school administrators to react nimbly to changing inputs and criteria. The following five suggestions summarize key considerations in this process, published by HGA in the new guide “Returning to Campus: Creating Healthy Environments for Learning:”

1. Be nimble and flexible

By now, the 6-foot social distancing circles applied to classroom environments, which result in de-densification and reduced capacity, are familiar diagrams to us all. But too often, these diagrams don’t take into consideration the circulation patterns into and out of rooms or consider the impact that schedule changes — adding more sections or increasing the hours of operation — have on the overall capacity on campus. A flexible and nimble approach examines alternative teaching locations, including repurposing non-traditional spaces on campus for teaching.

2. Think outside the classroom

Much of the focus has been on the interior of classrooms and other learning spaces, but the campus environment includes many other building types. Mapping pedestrian traffic and movement at the campus scale and pulling in data sets like staffing numbers can predict potential hot spots of social interaction. How might services be redistributed on campus to minimize the need for faculty and students to travel to receive them?

3. Leverage your facilities manager

Building systems – including air handling equipment – can play an important role in mitigating the spread of the virus between occupants and improving indoor air quality. How does the campus re-opening plan look out for the health and safety of the new front line of essential workers, including cleaning staff, on-campus clinic staff, and residence hall staff? Understanding which buildings are equipped with the technologies to support filtration and minimum outdoor air rates may have an impact on which buildings are re-opened on campus, and when.

4. Don’t forget about your faculty

Much of the narrative in recent months has been about keeping students healthy and well on campus, leaving many faculty members to ask what is being done to protect them. On campuses with traditional-aged college students, faculty members may be more at risk from the impacts of the virus than many students, based purely on demographics. Even if students return to campus in-person, many faculty may need to have the option for continued remote instruction.

5. Communicate cultural change

We are in the middle of a great cultural experiment that is re-inventing societal norms and creating new patterns of social engagement. To be effective, a change to societal norms — including the adherence to mask wearing and the ability to self-regulate physical distancing requirements — requires buy-in on the part of those affected by the change. Involve your community in the creation of policies that affect campus life, and allow them to develop new ways of engaging with one another to maintain and build community.

The decision on how to safely reopen campus buildings for teaching and learning is complex, especially as new research is published daily on the risk factors involved. Leveraging design and engagement tools to model multiple scenarios quickly allows campuses to react nimbly and be prepared. Campuses that adapt strategically to a new, blended learning environment will be prepared to address the uncertainties in higher education for years to come.

Rebecca Celis, AIA, is vice president at HGA, specializing in projects for higher education. Ena Murphy is a planner at HGA. For more information on HGA’s research on the impact of the coronavirus on higher education, visit https://hga.com/returning-to-campus-during-covid-19/.

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As administrators develop plans for students to return to school, the safe operation of a building is at the center of this discussion. Decision makers face tough questions around steps they can take to accommodate social distancing requirements and reduce the spread of airborne illnesses such as COVID-19. How will school facilities continue to promote educational success and contribute to overall student, teacher and staff wellness, while recognizing that classroom instruction may never be the same? Moreover, with many school districts facing steep declines in revenue, administrators want to understand how new sanitation and social distancing requirements will impact budgets.

These are all great questions, especially since many buildings have been shut down or operating in a limited capacity for several months now. Staff will need to inspect mechanical, temperature and water systems before occupants are cleared to safely return. Systems not placed back in a mode that meets initial design intent may be at risk of equipment failure, false system reporting, indoor air quality (IAQ) issues or increased maintenance costs.

The Importance of IAQ In Schools

IAQ standards typically involve systems that impact indoor air temperature and humidity, filtration, and building pressure. IAQ will remain a hot topic – and for good reason. If a school is perceived as unhealthy or unsafe, fear will creep in and confidence in the decisions made to protect students, teachers and staff can deteriorate quickly.

The American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) recently reported that “ventilation and filtration provided by heating, ventilation and air-conditioning systems can reduce the airborne concentration of SARS-CoV-2 and thus the risk of transmission through the air.” School districts should prioritize the regular cleaning and replacement of media filters. While clogged filters will not promote the spread of viruses, they will compromise IAQ, shorten the life of the ventilation system over time, and decrease system performance.

School facility teams should get in the habit of documenting filter changes, both in writing and with pictures. Filters with a minimum MERV 8 rating should be used; however, those with MERV 17 ratings or higher will remove at least 99.97% of all particles less than .03 mm in diameter (which can include airborne viruses).

Mechanical Systems

Mechanical systems consist of condenser coils, evaporators, pumps, fan motors, and outdoor air and return dampers, to name just a few. Prior to turning on mechanical systems, a visual inspection is necessary to identify equipment that requires cleaning or repair. An assessment can also help to surface any blocked vents, troubling noises, vibrations or odors that require further diagnosis; however, some equipment may require a more focused eye. For example, look for leakage and cross contamination on heat recovery wheels. In addition, drain pans and condensate drains should be clear from obstruction and standing water, while cooling towers and loops should receive chemical treatment as required.

We recommend implementing strategies that limit moisture accumulation and the potential for mold growth that can result from any water filtration of condensation within buildings. Balance is needed to limit the growth of pathogens and maintain relative humidity levels conducive to occupant health and well-being.

Temperature Controls

After assessing mechanical systems, the evaluation of temperature controls and control strategies can drive efficiencies, reduce maintenance requirements, and decrease operating costs. Repair or replacement of old or non-functioning temperature controls, whether pneumatic, electric or digital, is often one of the most impactful changes a facility can make.

In preparation for the first day back at school, teams should evaluate temporary temperature and humidity setpoints against future application needs. Schools with air handling units should ensure controls are programmed to have a 100% outside air flush strategy prior to occupancy. Operable windows can complement this effort and increase the outdoor air flow. It will be important to incorporate this variable without sacrificing occupant comfort but still addressing concerns about airborne illnesses. Schools with unit ventilators and simple controls can manually flush the system over time.

Other control schedules should also be considered, such as disabling demand control strategies and keeping outside air dampers open 24/7 at minimum speed. In addition, economizers can be used to control the regular change of air in the building.

Water Systems

Finally, one area that is often overlooked – but just as critical to safely reopening a school – is the building’s water system (potable, non-potable, cooling towers, evaporative HVAC equipment). Most building operators aren’t accustomed to dealing with health risks from these systems. However, in school buildings that have had low or no use for extended periods of time, there is significant risk of bacteria such as legionella building up. This build-up puts students, teachers and staff at risk of exposure to Pontiac Fever, an acute nonfatal respiratory disease, or Legionnaires Disease, a type of pneumonia caused by inhaling bacteria from water – and the deadliest waterborne disease in the United States.

The Centers for Disease Control and Prevention (CDC) has issued guidance advising building operators to test water before occupants return – and to have a plan in place to test and maintain water quality. Time and temperature are natural enemies to chlorine levels in water that keep bacteria from blooming. In an overabundance of caution, the CDC also recommends that building operators take the step of flushing the system to ensure the bacteria, biofilm build-up and stagnant water is removed, and chlorine levels are appropriate to keep blooms from developing.

The Time is Now

While schools sit vacant and administrators weigh decisions for the next school year, the time is right to ensure buildings and systems are ready for safe, sustainable operation and focused on the well-being of students, teachers and staff. Providing a safe and healthy learning environment is paramount, and reopening schools will require focus, adherence to specific procedures, and expertise to establish the right strategy for each system and piece of equipment.

Leslie Larocque is Vice President, Energy & Technical Services – Mountain Regions for McKinstry, where her responsibilities include managing the strategic direction, market growth and delivery of McKinstry’s offerings in Arizona, Colorado, Nevada and Utah. She has been providing energy and environmental solutions to both public and private sector customers throughout the U.S. and internationally since 1991.

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