Since 2013, approximately 20 studies have been published on the link between CO2 concentrations in classrooms and children’s cognitive and academic performance, nearly three-quarters of which were individual articles (n=16). The results of these studies generally support the idea that air exchange has a positive effect on children’s learning. Nevertheless, only a small number (n=4/16) were deemed to be of generally satisfactory quality, and none of them were considered applicable to the French context. Currently, the available data are therefore insufficient to establish a concentration-risk relationship that would allow for the application of a quantitative health impact assessment (QHIA). These data nevertheless provide further evidence of the importance of improving air exchange in schools.