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― Daylight Factors
Daylighting is not a
one-size-fits-all solution.
Temporality
Teenagers have a natural tendency to go to bed later at night and sleep later in the morning. Providing appropriate daylight levels when they arrive at school helps them suppress melatonin, increasing focus and alertness.
Uniformity
Consider the distribution of Daylight in a classroom. Uniform daylighting prevents visual strain and spatial daylight saturation by increasing the percentage of the time the classroom is within high levels of daylight is associated with higher test performance.
Space-Specific
Not all spaces require the same lighting. For art students, students with attention-deficit/hyperactivity disorder (ADHD), and older students, the warmer color temperature has been shown to have a more stable, relaxing, calming effect.
Controllability
Variations in lighting levels and color temperatures can influence student performance. The ability to dim and control is essential to facilitate maximum learning by creating normal, focused, energetic, or calm environments.
Age Appropriate
Students are rapidly growing physically, cognitively, and academically. Younger children may require higher color temperature for task switching, while pre-adolescents have greater circadian-system sensitivity compared with older ones.
Balance
Thinking about different lighting metrics together ensures that you holistically support light’s visual and non-visual effects. Balanced daylighting can trigger a healthy circadian or biological response.