Daylight and Student Performance

03 August 2011

Media Release

Daylight and Student Performance

At HomeTech Solatube, we're always interested to hear about studies into daylight effectiveness. Have a look at these findings from different inderpendant testing organisations about the effectiveness of daylight in schools...

A study conducted by the Heschong Mahone Group for Pacific Gas and Electric Company tested 21,00 students in three states and found that those in classrooms with the most daylighting progressed 20% faster on math tests and 26% faster on reading tests in one year than those with the least daylighting.
(Heschong Mahone Group “Daylighting in Schools” Report at www.h-m-g.com, 1999)

In October 2003, a study was conducted to validate and replicate the results of the 1999 Heschong Mahone Group study. It found that of the many variables studied (including classroom type, HVAC type, operable windows, etc) only daylighting showed a strong and consistent correlation to improved learning.
(“Integrated Energy Systems: Productivity and Building Science” Report prepared for the California Energy Commission Public Interest Energy Research Program by the New Building Institute Inc., October 2003)

A study by the National Clearinghouse for Education entitled “Do School Facilities Affect Academic Outcomes?” reports appropriate lighting improves test scores and reduces poor behaviour and that daylighting fosters higher student achievement. Classrooms with effectively incorporated daylight yield lighter electric loads and reduce heating and cooling loads and are far more popular with students and teachers. Districts, however, recognize the educational benefits far exceed these other benefits.
(School Planning and Management, February 2005)

Studies in Canada and Sweden noted improved student behaviour and health, including fewer days of absence per year, in daylight classrooms. The Canadian study reported that daylighting also allowed for downsizing in heating, ventilation and air conditioning systems, which improved classroom noise levels, another perk for the learning environment.
(School Planning and Management, February 2005)

The potential for reduced electrical and HVAC operating costs may offset the initial increased capital costs for daylighting. However, the investment in daylight may yield even greater benefits in terms of student performance than the traditionally accepted investments in technology and furnishings.
(School Planning and Management, February 2005)

A survey by an Atlanta-based research firm of more than 1000 public school teachers across the country found that 92% believed that classroom design had a strong impact on students learning and achievement. Approximately 89% believe classroom design was important for teacher retention, and 79% of teacher’s believed it was important for student attendance. Lighting was one of the top four design elements teachers’ believed to impact the learning environment of the classrooms.
(Boston Globe, September 5, 2001)

According to the University of Georgia, a lack of natural light can have a “jet lag” effect on students because it depresses their circadian rhythms.
(National Post, September 8, 2001)

A study by photobiologist Dr. John Nash Ott, Ph.D. reported that “hyperactive children with confirmed learning disabilities calmed down completely and rapidly overcame their learning and reading problems while in the full spectrum lighting environment.” (Full spectrum lighting most closely mimics and produces the effects of natural daylight.)
(School Planning and Management, February 2002)

A series of schools built in Johnston County, N.C., replaced artificial lights with natural light, which resulted in between 22% and 64% energy savings as compared to typical neighboring schools. Since their construction, the schools have saved Johnson County Schools in excess of $500,000 in energy bills. Additionally, students who attended the schools out-performed students in comparable non day lit schools by 5% to 14%. The daylighting measures cost less than 1% of the construction budget and achieved a payback in less than three years.
(Environmental Design & Construction, January/February 1998)
(U.S. Department of Energy’s Office of Building and Technology, State and Community Programs Report, “Energy-Smart Building Choices: How School Administrators & Board Members Are Improving Learning and Saving Money,” 2002)

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