Engineers designing sustainable K-12 schools are increasingly targeting net-zero performance through all-electric HVAC, geothermal systems and renewable-ready infrastructure.
Sustainability insights
- School districts are moving toward net-zero energy and carbon goals with geothermal storage, energy recovery and advanced controls to cut operational energy use.
- K-12 schools are integrating renewable-ready design including solar PV, battery storage and enhanced commissioning to improve long-term energy efficiency.
Respondents:
- Grady Henrichs, PE, K-12 Education Engineering Leader, DLR Group, Omaha, Nebraska
- Abdullah Khaliqi, PE, MCPPO, CPQ, Principal, Academic, Fitzemeyer & Tocci Associates Inc., Woburn, Massachusetts
- Amber Lang, LEED AP BD+C, Associate Vice President, CannonDesign, Chicago
- John Mongelli, PE, Senior Associate, Kohler Ronan Engineers, Danbury, Connecticut
- Steven Mrak, PE, Vice President, Peter Basso Associates Inc., Troy, Michigan
What level of performance are you being asked to achieve, such as WELL Building Standards, U.S. Green Building Council LEED certification, net zero energy, RESET or other guidelines?
Grady Henrichs: While LEED is still very relevant in many geographies, we are being asked to design to net zero energy or net zero energy ready on a more frequent basis. We are working on several K-12 projects in the U.S. Virgin Islands as well as Seattle Public Schools that are designed to be net zero energy (or net positive) from day one. An extremely efficient mechanical system that pairs geothermal storage with chilled beams reduces energy consumption to a level that will allow the school to operate net zero once photovoltaic (PV) panels are installed.
Abdullah Khaliqi: Weโre increasingly being asked to meet targets like LEED (Silver/Gold), WELL and district-specific, high-performance guidelines (sometimes CHPS or equivalent). A typical project goal set includes all-electric heating, ventilation and air conditioning (HVAC), energy recovery ventilation, MERV filtration/indoor air quality (IAQ) monitoring, LED lighting with networked controls and onsite renewables readiness, validated through energy modeling and commissioning.
John Mongelli: Some of the school projects we are working on include pursuing net zero energy and/or net zero carbon goals. LEED certification, typically Silver or Gold, has become a goal on many school projects in the Northeast. In Connecticut, new state-funded schools are required to meet the Connecticut High Performance Building Standard, which is modeled after LEED guidelines and allows LEED Silver certification as an alternative path to compliance.
What unusual systems or features are being requested to make such projects more energy efficient?
Grady Henrichs: We are seeing geothermal systems being applied to more areas of the country as one of the best ways to reduce energy consumption of mechanical systems. New tax credits for these systems as well as new technologies are allowing geothermal to be applied on smaller urban sites that traditionally have not been able to use geothermal systems.
Abdullah Khaliqi: K-12 clients are increasingly requesting energy efficiency features that go beyond typical high-efficiency rooftop units and LEDs. Weโre seeing interest in all-electric heat pump plants, geothermal well fields and thermal energy storage to reduce peak demand and support decarbonization goals. Many projects are adding dedicated outdoor air systems (DOAS) with energy recovery and more advanced controls including fault detection, optimal start/stop and occupancy-based scheduling using sensor data. On the electrical side, districts are asking for advanced metering and energy dashboards for measurement and verification. Envelope-driven requests like tighter air barriers and enhanced commissioning also influence system sizing and long-term efficiency.
Describe a recent project in which the building envelope was complex or unique.
Abdullah Khaliqi: Complex school envelopes often involve multiple rooflines, large glazing areas and transitions between new additions and existing structures. These conditions increase risk for thermal bridging, air leakage and moisture issues โ especially around curtainwall interfaces, parapets and penetrations for louvers and mechanical, electrical and plumbing (MEP) systems. Our approach is to coordinate early with the architect on continuous air/water barrier details, require envelope commissioning (including air leakage testing where feasible) and align HVAC design with realistic infiltration assumptions. We also review condensation risk at assemblies and ensure penetrations are detailed, sealed and maintainable. This reduces energy use and improves durability and IAQ.
What types of sustainable features or concerns might you encounter for these buildings that you wouldnโt on other projects?
Abdullah Khaliqi: K-12 projects often include sustainability concerns that are both operational and student-centered. Districts may require designs that support long service life, low maintenance and stable operating costs, sometimes with strict limits on staffing and technical complexity. We also see more emphasis on healthy materials and indoor environmental quality with low volatile organic compound requirements, enhanced ventilation/filtration and continuous IAQ monitoring because buildings directly impact children. Water concerns can be unique as well with durable low-flow fixtures, bottle fillers and stormwater controls that double as learning features. Many districts also want visible sustainability (dashboards, exposed systems) to support curriculum and community trust.
Amber Lang: K-12 buildings present unique sustainability opportunities that differ from many other project types. Because these facilities are often only one to three stories tall, there is greater opportunity to incorporate skylights and atrium spaces to bring daylight deeper into the building. Beyond daylighting in classrooms, there is growing interest in color-tunable lighting systems that support circadian rhythms and student well-being. These strategies not only reduce energy use but also enhance the learning environment in ways that align sustainability with occupant health and performance.
What types of renewable or alternative energy systems have you recently specified to provide power?
Grady Henrichs: Many of our projects are being designed with PV or the infrastructure in place allowing for installation later. As battery storage technologies have become more efficient and affordable in recent years, we are using this technology as a replacement for traditional generators for emergency power, especially for storm shelter applications.
Abdullah Khaliqi: In K-12 projects, the most common renewable system specified to provide power is solar PV, often on roofs or parking canopies. Key challenges include available area, roof structural capacity, shading and coordinating PV with rooftop mechanical equipment and roof warranties. Electrically, we address interconnection limits, service capacity and protective relaying, and we plan for future expansion with spare conduit and panel space. When resilience is a goal, PV is paired with a battery energy storage system to support critical loads and manage peak demand. Early coordination with the utility, structural engineer and facilities team is essential for a successful design.
Amber Lang: We recently specified PV systems to provide renewable power for K-12 projects, driven by both regulatory requirements such as Californiaโs Title 24 Part 6 and district sustainability goals. Designing these systems requires careful coordination to balance energy production, roof structure, shading and integration with existing mechanical and electrical systems. Solutions often include optimizing panel orientation, selecting lightweight or modular PV systems and coordinating with building design teams early to ensure both performance and maintainability while meeting the schoolโs energy and sustainability objectives.
John Mongelli: Many of the projects we design incorporate PV arrays as the renewable energy source, which we find to be the most effective approach for schools in the Northeast. In cases where a school does not have the budget for a PV array, the infrastructure โ including conduits and space within the electrical room for equipment โ is incorporated into the design to allow for future implementation.
What value-add items are you including in these kinds of facilities to make the buildings perform at a higher and more efficient level?
Abdullah Khaliqi: We add value by specifying systems that improve measurable performance, simplify operations and support long-term efficiency. Common value-add items include advanced metering (electric, gas, water) with dashboards; building automation system (BAS) analytics/fault detection to identify issues like stuck dampers or simultaneous heating/cooling; and enhanced commissioning with clear sequences of operation and trend logging. For IAQ and health, we include MERV filtration, carbon dioxide/particulate matter sensors and ventilation verification tied to alarms. On the envelope/MEP interface, we push for air barrier commissioning and tighter coordination to reduce infiltration along with right-sized HVAC. These items help staff keep buildings performing as designed.
Amber Lang: To enhance performance and efficiency in K-12 facilities, we incorporate a variety of value-add strategies. These include advanced BAS that optimize HVAC, lighting and energy use in real time, as well as daylight harvesting and occupancy-based controls to reduce waste. We also integrate energy recovery, high-performance envelope materials and smart metering to track consumption. Flexible infrastructure such as additional conduit and receptacles supports future technologies without costly retrofits. Together, these measures improve energy efficiency, comfort and operational performance while providing schools with resilient, adaptable environments that can evolve with educational and sustainability goals over time.
How have energy recovery products evolved to better assist in designing these projects?
Grady Henrichs: Energy recovery has been an integral part of K-12 project designs for nearly 30 years. More recently, large efficiency gains have been made using desiccants for latent heat recovery and additional moisture removal, wheel modulation and better defrost controls to allow for more heat capture in colder temperatures.
Abdullah Khaliqi: Energy recovery products have become more practical and effective for K-12 designs as ventilation and energy code requirements tighten. Modern energy recovery ventilator (ERV)/DOAS units offer higher efficiency cores/wheels, better moisture transfer control and improved frost protection strategies for cold climates. They also include variable speed fans/electronically commutated motors and integrated controls that can reset airflow, manage economizer modes and trend performance through the BAS. From a constructability standpoint, manufacturers provide more compact, modular footprints and packaged configurations that simplify coordination in tight mechanical rooms. Overall, the evolution has made it easier to deliver higher outdoor air rates while controlling energy use and maintaining stable classroom comfort.
Amber Lang: Energy recovery products have evolved significantly, offering higher efficiency, better control and easier integration into K-12 HVAC systems. Modern ERVs and heat recovery units allow schools to exchange heat and humidity between exhaust and incoming air more effectively, reducing energy consumption while maintaining IAQ. Advances in compact designs, variable-speed fans and smart controls enable precise modulation based on occupancy and environmental conditions. These improvements make it easier to meet strict energy codes, optimize comfort and reduce operating costs. As a result, engineers can design schools that are both sustainable and resilient, without sacrificing performance or occupant well-being.
John Mongelli: Modern energy recovery products have evolved to achieve higher sensible and latent effectiveness along with lower leakage, saving more energy compared to past generations. Additionally, wheel control strategies such as combining modulating wheel speed with face-and-bypass dampers enable tighter load matching without overheating or overcooling the supply air. This also extends operation without full defrost cycles during cold conditions, recovering partial energy longer. Steven Mrak: Airside aluminum plate heat exchangers are a nice balance of simplicity and performance, especially for districts that do not have extensive maintenance staffs due to limited moving parts. However, with these devices limited to sensible heat recovery only, energy wheels and energy cores provide total energy (sensible and latent) recovery. Energy recovery wheels introduce moving parts (wheel motors and/or belts), which come with some inherent maintenance, while energy recovery cores offer a nice combination of total energy recovery with little to no moving parts.
