Indoor air quality (IAQ) in schools significantly impacts occupant health and academic performance, especially in naturally ventilated (NV) classrooms, where CO₂ levels are often elevated. This systematic review synthesises findings from 125 studies, examining CO₂ as an indicator of ventilation rates (VRs) and its impact on IAQ, health, and academic performance in NV primary school classrooms. This analysis highlights seasonal and temporal variations in CO₂ concentrations, revealing a median CO₂ concentration of 1487 ppm across 2444 classrooms, with 81% exceeding the recommended 1000 ppm threshold. Influencing factors include VR, occupant density, generation rates, and occupant behaviours. Increased VRs consistently lowered CO₂ levels and enhanced IAQ. CO₂ concentrations correlated with particulate matter, volatile organic compounds, bioeffluents, microbial concentrations, and bacteria and fungi levels, but not with traffic-related pollutants like NO₂, which is associated with asthma prevalence. Elevated CO₂ levels consistently correlated with fatigue, headaches, respiratory symptoms, reduced academic performance and absenteeism, suggesting potential socio-economic benefits of increased VRs. However, effective IAQ management requires balancing ventilation with considerations of thermal comfort, noise, and outdoor pollutants. The findings highlight the need for standardised IAQ indices and CO₂ monitoring protocols, offering insights for future research, intervention design, and investment aimed at enhancing classroom environments.

In this article prediction markets are presented as an innovative technology that can facilitate effective risk communication. The application of prediction markets in this context is an opportunity to reconcile the disparate approaches currently discussed in the risk communication literature. We demonstrate that control mutuality is uniquely achieved through the use of the prediction market mechanism and it is thus an innovative and in some cases optimal technology for use in risk communication in both public and private sector organisations.

There has been much research into the role of technology in promoting student engagement and learning activity in third-level education. This article documents an innovative application of technology in a large, undergraduate business class in risk management. The students' learning outcomes are reinforced by activity in a custom-designed prediction market. The content of lectures are closely aligned to the student objectives within the prediction market, thus allowing the application of risk management practice while building knowledge through traditional delivery methods.