Lowry, 2013
Good learning environment, LEED certified green buildings + control of common sources of poor IAQ + good maintenance = better attendance + increased student performance + better student health + reduced costs of operation.
Tag: Healthy Schools
Developing Great Schoolyards: A Handbook for Elementary Schools
21st Century School Fund, 2011
Quality schoolyards are important places for elementary schools because outdoor activities are critical for growth, health, education and enjoyment. All children should experience pleasant and well equipped outdoor environments on a daily basis.
Societal Values and Policies May Curtail Preschool Children’s Physical Activity in Child Care Centers
Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, 2011
Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers.
Idle Threats: You Can’t Park Exhaust Fumes
By E. M. Wallace, MPH, May 14, 2015.
I have lived in the world of acronyms most of my adult life. I added ‘IAQ’—short for ‘Indoor Air Quality’—to my vocabulary this past year. Good indoor air quality (IAQ) is considered an important component of safe, healthy, and productive school environments (U.S. Environmental Protection Agency, 2009). In our work at the Education Facilities Clearinghouse (EFC), we collect and disseminate resources on safe and healthy education facilities, and I have been eager to learn more about IAQ in relation to school environmental health.
What is the significance of IAQ? ‘A’ is for air. People breathe air—regularly! That alone makes IAQ a pretty important topic. Most adults probably have a basic awareness that inhaling mold, mildew, asbestos, harsh chemicals, and other pollutants can have adverse health effects, especially for one’s respiratory system (U.S. Environmental Protection Agency, 2009). Growing children with developing lungs are especially sensitive to toxic environmental pollutants (U.S. Environmental Protection Agency, Region 8, 2014). School-based exposure to poor IAQ can interfere with a student’s ability to be present, ready, and able to learn (U.S. Environmental Protection Agency, 2009). Asthma, headaches, lethargy, nausea, drowsiness, and dizziness can be distracting. Beyond producing acute symptoms and irritations, certain hazardous pollutants—referred to as ‘air toxics’—are known or suspected to cause cancer over time (U.S. Environmental Protection Agency, 2012).
What can be done at schools to protect air quality? Many factors influence IAQ; let me draw attention to one in this blog. I was surprised to come across a study that referenced idling vehicles when searching for model practices for IAQ at schools. “What do vehicles have to do with indoor air quality?” I thought. “Vehicle emissions are linked to outdoor air pollution, aren’t they?” As I delved further into the topic, I learned that outdoor pollutants creep indoors via air flow through open doors, windows, air intake mechanisms, and ‘leaky’ building envelopes (U.S. Environmental Protection Agency, 2009). It became apparent to me how the transportation dynamics surrounding the daily ritual of school dismissal set the stage for reduced outdoor and indoor air quality.
Young schoolchildren can’t legally drive (thankfully). Therefore, transporting children to school on school buses is a major logistical operation for many school districts. You’ve seen it: buses in queue, waiting for the final bell to ring and students to spill out of buildings and climb aboard. If engines are running, fuel is burned and diesel exhaust is emitted—whether the bus is moving or not. Idling buses produce concentrated levels of unhealthy exhaust, including pollutants such as benzene and formaldehyde (American Lung Association, Colorado, n.d.; Environmental Law Institute, 2013)
Buses aren’t the only vehicles idling at schools, however. Measurements at schools have shown spikes in concentrations of air toxics during the afternoon timeframe when parents come to pick up their children (Denver Department of Environmental Health, 2012; U.S. Environmental Protection Agency, Region 8, 2014). Consider this claim: “Idling a vehicle for one minute produces more carbon monoxide than three packs of smoked cigarettes” (Denver Department of Environmental Health, 2012). This comparison provides some startling perspective when you imagine a tightly packed line of idling vehicles outside of a school building with engines running for 10, 20, or even 30 minutes.
Vehicle idling is largely unnecessary and is a behavior that can be modified with a combination of raising awareness, policy change, messaging, and enforcement (Denver Department of Environmental Health, 2012). The Environmental Law Institute tracks state laws and regulations on key school environmental health issues; more than 30 states are listed as having some form of state policy on vehicle idling at schools (Environmental Law Institute, n.d.).
Voluntary anti-idling (or reduced-idling) campaigns have been implemented with the goal to limit student exposure to toxic vehicle exhaust by lessening the frequency and duration of idling behavior (Denver Department of Environmental Health, 2012). Here are a few resources to explore for further information:
- The Clean Air at Schools: Engines Off! (CASEO) program is an example of a collaborative anti-idling program that utilizes a social marketing approach (Denver Department of Environmental Health, 2012).
- AirwatchNW offers a toolkit of downloadable and customizable resources for implementing idling reduction activities at schools (AirwatchNW, n.d.).
- The U.S. Environmental Protection Agency (EPA) website makes available a number of excellent resources related to anti-idling programs and related school bus diesel programs, emissions reductions, and clean fuels (www.epa.gov).
Raise your IAQ IQ and take action to address vehicle idling and other threats to air quality at schools!
References
AirwatchNW. (n.d.). Anti-Idling Programs. Retrieved from http://www.airwatchnw.org/anti-idling-programs/
American Lung Association, Colorado. (n.d.) Clean Air at Schools: Engines Off! Retrieved from http://www.lung.org/associations/states/colorado/clean-air/Engines-off.html
Denver Department of Environmental Health. (2012). Clean Air at Schools: Engines Off, Model Practice. Retrieved from http://www.naccho.org/topics/modelpractices/displaymp.cfm?id=440
Environmental Law Institute. (n.d.). Topics in School Environmental Health. Retrieved from http://www.eli.org/buildings/topics-school-environmental-health
Environmental Law Institute. (2013). Vehicle Idling at Schools: Overview of State Laws. Retrieved from http://www.eli.org/sites/default/files/docs/idling_draft_final_draft.pdf
U.S. Environmental Protection Agency. (2009). Indoor Air Quality Tools for Schools Action Kit. Retrieved from http://www.epa.gov/iaq/schools/actionkit.html
U.S. Environmental Protection Agency. (2012). About Air Toxics. Retrieved from
http://www.epa.gov/oar/toxicair/newtoxics.html
U.S. Environmental Protection Agency, Region 8. (2014). Idle Free Schools Toolkit. Retrieved from http://www2.epa.gov/region8/idle-free-schools
E. M. Wallace is a Research Associate with the Education Facilities Clearinghouse, a program of the George Washington University and the Graduate School of Education and Human Development. She has a background in community health education and enjoys cross-sector work that promotes child and family health and wellbeing.
Reorganizing Custodial Departments in Higher Education
Morrison (2015)
To successfully organize (or reorganize) a higher education custodial department, one must first answer the question: What is the purpose or mission of our custodial department?
If the purpose of the organizational effort is to make educational facilities appear orderly and clean at the lowest cost, that drives a different set of actions than if the goal was to clean for health and other related results.
Developing a Healthy School Cleaning Program That Pays
By Rex Morrison, Founder, 501c3, Process Cleaning for Healthy Schools®
Health care is often associated with high cost, but preventive health care often costs less and pays more in better health and other benefits. According to the U.S. Surgeon General’s office: “Prevention policies and programs often are cost-effective, reduce health care costs, and improve productivity.” [1]
Cleaning—the removal of unwanted matter, including dirt, dust, microbes, excess moisture and other contaminants that can affect health and the learning environment—is a form of preventive medicine. Process Cleaning for Healthy Schools®, a 501c3 not-for-profit program rooted in this premise, is established in nearly 400 schools nationwide, demonstrating effectiveness and affordability.
Through a process of standardization, repeatable process, and simplified training, the program saved one large western school district approximately $800,000 in the first year of deployment [2]. This was accomplished while enhancing cleaning and health-related impacts. A typical savings for smaller districts using the Process Cleaning® method might be in the six figures, while incorporating healthier practices including:
- Simplified, ergonomic methods and tools
- Daily cleaning of classroom desk tops and “touch points” for reduction of fomites (e.g. cleanable surfaces that may be contaminated with and transmit pathogens)
- AC- and battery-powered, micro-filtered, backpack vacuums for mobility, speed, access, and dust retention
- Restroom cleaning using spray-and-vac technology for more rapid and complete soil, viral, and bacterial removal versus older spray-and-wipe or mop-and-bucket methods
The Process Cleaning for Healthy Schools® program is developed in two stages:
- A two-day assessment
An initial onsite, two-day assessment provides the school district with a basic implementation outline based on cleanable square feet, building layout, special needs, current staff and desired reductions. Net savings—subtracting total program implementation investment and costs for district-wide deployment including labor, supply and equipment needs—are determined by this initial assessment and are provided in writing and on Excel spreadsheets.
- A two-week implementation
PC4HS uses well-defined management principles and practices including task specialization, standardization, time and motion benchmarks, training, and work loading to help ensure results within budget. Color-coded service maps are created for both daily and deep cleaning, and service assessment logs are used for tracking and documentation purposes.
Cleaning, Health and Learning
A 2008 report from the Minnesota Department of Health (MDH), reviewed the scientific literature “to advise school officials and other interested parties about the relationship between cleaning, indoor environmental quality and health.” [3] MDH’s summary reported:
- Effective routine and periodic deep cleaning reduced indoor levels of dust, volatile organic compounds (VOCs), and microbes 29% to 84%.
- Proper cleaning of floors and common above-floor surfaces lowered classroom dust 21-42%.
- Frequent desktop cleaning was linked to less sinus congestion and fewer allergies.
MDH correlated better cleaning with enhanced learning, performance, and attendance. It cited related studies showing possible office-task performance gains of two to eight percent from better cleaning.
A 1993 Virginia Tech study evaluated the relationship between building condition (including cleaning) and student achievement and behavior, finding that "student achievement was found to be higher in those buildings with higher quality ratings" and that better test scores were associated with better-looking school buildings, including cosmetic and cleaning-related aspects. [4]
Conclusion
A health-centric, affordable, proven system of cleaning and operations is not only cost-effective, but a “clean for health” program is preventive medicine that pays by making schools healthier and safer for students and staff and contributes to increased attendance, learning, and cost savings. Visit www.pc4hf.org for more information.
References
- Economic Benefits of Preventing Disease
http://www.surgeongeneral.gov/initiatives/prevention/strategy/appendix1.pdf
- NPR – Revolution in Cleaning
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=3625646&m=3625647
- Minnesota Department of Health. (2008, Aug). Cleaning, Indoor Quality and Health. A Review of Scientific Literature.
http://www.buildingwellness.com/assets/documents/Indoor
_Environment_Characterization_Of_A_Non_Problem_Building.pdf
- Cash, C. S. (1993). Building condition and student achievement and behavior. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University.
http://scholar.lib.vt.edu/theses/available/etd-10052007-143026/unrestricted/LD5655.V856_1993.C379.pdf
Rex Morrison
Rex Morrison is president of Process Cleaning for Healthy Schools® (PC4HS), a 501(c)3 nonprofit organization with a mission of “schools helping schools.” The process optimizes efficiency, cleanliness, ease of deployment, and health factors through a carefully designed and documented system tailored for K-12 school districts and higher education.
Why Kids Need to Move, Touch and Experience to Learn
MindShift,
When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.
The Impact of School Buildings on Student Health and Performance
The Center for Green Schools, 2012
The importance of school buildings has been recognized as a fundamental element of society since the beginnings of America and beyond. Today, roughly a quarter of our nation’s population, including our youngest citizens, spends the majority of their days in school buildings. As a result, schools have become a contentious and heavily scrutinized part of civil society.
And yet, many of our nation’s schools are in disrepair, with systems in need of repair or replacement. But with state and local budgets growing increasingly limited, funding allocation for school construction and renovation needs to be carefully weighed. It is important to ensure that investments are going toward efforts that can best foster healthier buildings and environments.
Bricks and Mortar: Women, Children, and the Environment: What’s Happening at Your School?
By Lauren Jesmer, Healthy Schools Network, Inc.
School buildings are not usually the first place people think about when discussing concern for the environment, but perhaps they should. Why? Over 55 million children and seven million adults—20% of the U.S. population—are in schools every day.[1] Children and women of childbearing age are more vulnerable to the harmful effects of environmental contaminants. Nine of ten school occupants nationwide are women and children. Therefore, healthy indoor school environments are of particular importance.
Children need clean air outdoors, and they also need clean air indoors. The U.S. Environmental Protection Agency (EPA) has estimated that half of all schools have indoor pollution problems that are largely avoidable. The Institute of Medicine (IOM) reported that polluted indoor environments are already damaging the nation’s health and learning, and it has recommended taking action to prevent exposures to indoor contaminants.[2]
Schools simply have not been designed, built and operated to be environmentally responsible for those occupants most vulnerable to toxic hazards. Even new ‘green’ building standards too often miss the mark when it comes to indoor environmental health. But, fortunately, times are changing. For good reasons, both the EPA and the U.S. Department of Education are encouraging state agencies and local schools to take action to improve indoor air quality. It just makes sense: our children need healthy environments, it saves money to prevent pollution instead of remediating the consequences later at enormous costs, and improved indoor air quality is good for education. Healthy indoor environments have been shown to boost attendance and achievement and help with teacher recruitment, retention and productivity.[3]
Some schools have taken steps to improve the quality of their indoor environment by seeking out and buying less-hazardous products to use indoors; removing water-damaged carpets; installing hard surface flooring that is easier to clean; phasing in third-party certified green cleaning products to reduce or eliminate toxic chemicals; eliminating air fresheners and room deodorizers; disposing of old, outdated and hazardous chemicals to reduce the risks of spills and injuries; keeping food and pets out of classrooms to reduce pest infestations; and decluttering classrooms to make them easier to clean at the end of the day. Energy efficient lighting and ventilation systems are additional cost-effective strategies to improve indoor school environments.
On the thirteenth anniversary of National Healthy Schools Day, take the opportunity to think about your school. What steps are being taken to protect the health and wellbeing of the individuals and children who, during the school year, may spend eight or more hours there every day? What steps can you take to help? For more help, visit http://www.epa.gov/iaq/schools/index.html or www.healthyschools.org.
Lauren Jesmer is the Program Manager at the Healthy Schools Network where she coordinates and manages National Healthy Schools Day and other programs for the organization. Healthy Schools Network advocates for environmental health in schools across the country, with focuses on green cleaning, healthy products, indoor air quality, and more. HealthySchools.org, NationalHealthySchoolsDay.org, CleaningforHealthySchools.org.
[1] Healthy Schools Network, Inc. (2013). Towards Healthy Schools 2015. Albany, NY.
[2] IOM (Institute of Medicine). (2011). Climate Change, the Indoor Environment, and Health. Washington, DC: The National Academies Press.
[3] "About the Guidelines." EPA. http://www.epa.gov/schools/guidelinestools/ehguide/read/about.html#importance.
Decluttering Checklist
Process Cleaning for Healthy Schools (PC4HS)
Decluttering "On Purpose" Worksheet for classroom teachers.
