It has been suggested that group-level factors affect how perceived indoor air quality (IAQ) is associated with well-being. Therefore, we analysed how student-perceived social climate at the school-level modified the student-level association between student-perceived unpleasant odour/stuffy air and well-being. The well-being indicators were seven self-reported anxiety symptoms (such as nervous, anxious, or on edge) and two somatic symptoms (headache and tiredness). We analysed a representative sample of Finnish school students (N = 678 schools, N = 71,392 students) by using multilevel modelling and testing cross-level interactions. At the student-level, both unpleasant odour and perceived stuffy air were significantly but weakly associated with increased anxiety and somatic symptoms. At the school-level, these IAQ indicators were significantly but weakly associated with increased anxiety and moderately with somatic symptoms. Furthermore, a good social climate at the school-level modified the student-level association between perceived stuffy air and anxiety symptoms. Those students who reported stuffy air were more anxious if they studied in a school with poor social climate than good social climate. Our results provide robust evidence that group-level factors may differently modify the relationships between different IAQ indicators and components of well-being.

有人认为，群体层面的因素会影响室内空气质量 (IAQ) 与幸福感的关系。因此，我们分析了学校层面学生感知的社会氛围如何改变学生感知的难闻气味/闷热空气与幸福感之间的关联。幸福感指标是七种自我报告的焦虑症状（如紧张、焦虑或紧张）和两种躯体症状（头痛和疲倦）。我们通过使用多级建模和测试跨级交互来分析芬兰学校学生的代表性样本（N = 678 所学校，N = 71,392 名学生）。在学生层面，难闻的气味和闷热的空气与焦虑和躯体症状的增加显着但微弱相关。在学校层面，这些 IAQ 指标与焦虑增加显着但微弱相关，与躯体症状存在中度相关。此外，学校良好的社会氛围改变了学生感知到的闷热空气与焦虑症状之间的关联。那些报告空气闷热的学生如果在社会风气较差的学校学习，会比在社会风气良好的学校学习更焦虑。我们的结果提供了强有力的证据，表明群体层面的因素可能会以不同的方式改变不同的 IAQ 指标和幸福感组成部分之间的关​​系。