Optimal Learning Environment 

Imagine a child trying to learn in a classroom with no windows and no natural daylight.

Data suggest that we now spend close to 90% of our time indoors, so it should not be surprising that human connection to the outdoors through daylighting and views is vitally important. This is even more true in schools, where multiple studies have shown that daylight and views increase student learning, and improve the well-being and health of teachers, students, and staff.

Classrooms providing access to improved daylighting and views offered

  • 21% increase in student test scores
  • 20-26% increase in student learning rates in Math and English
  • Improved student behavior
  • Increased teacher retention
  • Increased attendance -- of both students and teachers.
     

Benefit of Daylight & Windows 

It is also important to consider the benefits for teachers, staff, and other employees that work in schools. In office spaces, studies show that improved daylighting and views provide:

  • 20% increase in employee cognitive performance.
  • Increased employee productivity.
  • 15% decreased absenteeism, and decreased turnover
     

In addition to the human aspect, the financial ramifications of employee satisfaction from proper design of views are significant.

For these reasons, modern green building standards, including the U.S. Green Building Council LEED rating system, the International Green Construction Code, the WELL Building Standard, and the PBS-P100 (Facility Standards for the Public Buildings Service) have specific requirements for quality views beyond just daylighting energy savings.

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Extrusion Modularity 

The superior structural performance of aluminum framing offers proven advantages in designing for daylighting and views. Elastic modulus (E) is a key measure of material stiffness and the ability to resist deformation under load. The typical elastic modulus for aluminum is 4-30 times larger than for fiberglass, wood, or vinyl. This allows manufacturers to design larger spans, slimmer, and more elegant framing with narrow sightlines to maximize daylight opening and views without sacrificing strength and rigidity.

Advanced Technology

In addition to daylighting and views, acoustic and thermal comfort also contribute to a high-performance learning environment. When laminated glazing is used together with structural framing for Student Safety and Security, sound damping can reduce the perceived loudness in the space by up to 50%. Quieter spaces with less outside distraction lead to increased student focus and performance.

The use of advanced thermal barrier technology in aluminum frames along with low-e glazing provides not only exceptional energy efficiency but also improved thermal comfort adjacent to windows. Again, this leads to better student and teacher performance, as well as more usable space within the classroom along the perimeter of the room.

Additional Resources 

  • "Daylighting, Views, Health, and Wellness: The Role of Extruded Aluminum Building Components",  AEC whitepaper
  • National Glass Association database 
  • Edwards, L. and P. Torcellini. "A Literature Review of the Effects of Natural Light on Building Occupants." (NREL/TP- 550-30769) National Renewable Energy Laboratory, 2002.
  • "The Economics of Biophilia," Terrapin Bright Green, 2012.
  • Velikov K. and J. Janiski, "The Benefits of Glass: A Literature Review on the Qualitative Benefits of Glass on Building Occupants." University of Michigan Taubman College of Architecture and Urban Planning, 2012.
  • Heschong-Mahone Group. "Windows and Classrooms: A Study of Student Performance and the Indoor Environment." Integrated Energy Systems: Productivity and Building Science Program. Sacramento: California Energy Commission, 2003.
  • "Re-Analysis Report, Daylighting in Schools", for the California Energy Commission, published by New Buildings Institute, 2001.
  • Heschong-Mahone Group "Daylighting in Schools. An investigation into the relationship between daylight and human performance." for Pacific Gas & Electric, 1999.

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