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Tag: Healthy Schools

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Massachusetts Coalition for Occupational Safety and Health and the Boston Urban Asthma Coalition

A recent review of student asthma rates and environmental audits of school buildings suggests that schools with poor indoor air quality have higher than average rates of asthma. Many Boston Public School children and staff are learning and working in poor indoor environmental conditions that not only can exacerbate asthma, but also lead to other problems ranging from allergies and sinus infections to adverse academic performance.

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National Healthy Schools Day, 2015.

Air pollution problems at work? Do you and your students sneeze, cough, feel tired or headache in class?  The no-cost tips below can help you improve your own classroom IAQ, and quietly help you boost attendance and performance!ii Everyone will ask what you are doing right! Why IAQ (indoor air quality)? Children breathe more air per pound of body weight than adultsiii. Asthma is the leading cause of school absenteeism , and a leading work-related illness of custodians.

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United States Environmental Protection Agency, 2014.

What you will learn:

  • Discover how to start, improve and sustain an indoor air quality (IAQ) management program.
  • Explore the Framework and Key Drivers for Effective IAQ Management.
  • Experience a virtual school IAQ walkthrough.
  • Acquire mentorship to identify and employ major IAQ Technical Solutions.

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United States Environmental Protection Agency, 2014.

What you will learn:

  • An exploration of the most compelling and motivating evidence for indoor air quality (IAQ) management in schools.
  • Demonstrations of the return on investment school districts are achieving, such as increased cost savings and improved student performance.
  • How to take action to implement IAQ management plans that address health, academic performance and facility efficiency.

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Pediatric Environmental Health Specialty Units (PEHSU), 2014.

Objectives of Presentation

  • Review general principles of children’s environmental health.
  • Discuss school cases of environmental health issues from Region 2 PEHSU.
  • Describe resources on children’s environmental health and schools.

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School Design and Planning Laboratory, Department of Workforce Education, Leadership, and Social Foundations, University of Georgia, 2008.

The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views. From a sample of 71 schools, measures of these three school designs, taken with a ten-point Likert scale, are compared to students’ outcomes defined by six parts of the Iowa Test of Basic Skills (ITBS): Reading comprehension, Reading vocabulary, Language arts, Mathematics, Social studies, and Science. Data are tested through reduced regression analysis, where the difference between R 2 of the reduced regression is compared to the R 2 of the full regression. This result, in each case, is defined as the effect of the school’s physical environment on students’ outcomes represented by achievement scores on the ITBS. Significant effects are found for Reading vocabulary, Reading comprehension, Language arts, Mathematics, and Science. The study’s findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures. They are especially important to school leaders, educational planners, and architects who engage in programming for educational facilities.

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Architects of Achievement. Thoughtfully-designed school buildings—capable of supporting personalized, learning-focused, collaborative, and community-connected teaching and learning—have the power to transform individuals, schools, and the greater community. Momentum for high school reform is building as policymakers, opinion leaders, educators, and the general public recognize what visionary school reformers have known for years: American high schools, designed for a manufacturing economy that no longer exists, are failing to prepare our youth for college, career, and citizenship. Across the nation, large comprehensive high schools are being replaced with smaller, more dynamic learning communities. Our nation’s students are changing. School systems, curriculum and instruction, and facilities must evolve together, to prepare these new learners to lead our nation, and world, into the future. With you, we are honored to be part of this work.

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