The Muted Impact of Built Environment of Primary Government Schools on Students

Abstract

India being a largely populated country, is a house to 1.18 billion children out of which 113 million children studies in a government school due to financial problems. Despite a recent proliferation of interventions in govt. schools to improve health both physical and mental in a school-built environment for children of lower-income groups, psychosocial wellbeing and healthy indoor quality has been neglected due to sub-standardized designs. This study examines the negative effects on children’s health and development due to environment of schools in which they live, work and play. The study will be focused on government schools in Dehradun region. Assessments have been made of three primary government schools with 10 classrooms each so as to recognize the effect of the physical highlights on the conduct of understudies between the age of 5 to 14 years, who involved every one of those particular spaces. This examination affirms the utility of the instinctive nature, interface and essential foundation in a general sound condition for an understudy. These parameters incorporate homeroom condition, open spaces, school building, and so on the quieted effect of these parameters underpins the significance of efficient design. The ignorance of an effective built environment results in efficient health and development and the resulting requirement for checking them especially in indoor school microenvironments. The identification of the effect of these factors on human execution and prosperity will help us to design and plan progressive spaces.