Saudi Arabia′s Vision 2030 prioritises enhancing special education services for children with special needs, including autistic pupils who are particularly sensitive to their surrounding environment. Given that autistic pupils spend significant time in schools, Indoor Environmental Quality (IEQ) is critical for their well‐being and learning outcomes yet remains underexplored. This study adopts a descriptive comparative design, using continuous monitoring and classroom activity observations to evaluate IEQ conditions in two autism schools in the Dammam region of Saudi Arabia during winter and summer. Measurements included air temperature, relative humidity, particulate matter (PM 2.5 and PM 10 ) concentrations, CO 2 levels, sound and lighting in classrooms. The IEQ parameters were measured using specific instruments installed at pupil level to accurately reflect their exposure. The findings reveal significant challenges in maintaining acceptable IEQ. PM 2.5 and PM 10 concentrations exceeded WHO guidelines, with PM 2.5 averaging 51 μ g/m 3 in School A and 30 μ g/m 3 in School B. PM 10 levels were even higher, peaking at 116 μ g/m 3 in School A and 101 μ g/m 3 in School B. These concentrations surpass those reported in mainstream schools in the same region, largely due to unique classroom activities (e.g., drawing, light physical activity) and cleaning practices (e.g., burning incense and use of sprays) prevalent in autism schools. Additionally, significant variations in lighting conditions highlight the need for adaptable systems to accommodate the sensory preferences and classroom activities of autistic pupils, which differ from mainstream students. These findings underscore the importance of addressing specific IEQ challenges in autism schools to improve pupil well‐being and learning outcomes. This study advocates for the development of autism‐friendly IEQ standards to guide future school design and operations.
Qutub et al. (2026) studied this question.