&EPA
United States
Environmental Protection
Agency
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Indoor Air Quality Tools for Schools Communications Guide
Welcome to the Communications Guide!
Indoor Air Qualit
Tools for Schools
This Communications Guide, a companion to the United States Environmental
Protection Agency's (EPA) Indoor Air Quality Tools for Schools (IAQ TfS) Kit, offers
ideas and resources for developing and carrying out activities that communicate the
benefits of participating in an indoor air quality (IAQ) management program.
This practical guide is designed to help members of a school's IAQ team1
communicateboth internally and externally. The suggested activities will
increase awareness of IAQ issues and highlight the team's progress toward
a healthier indoor environment. This guide showcases how schools and
school districts across the country have promoted IAQ awareness to
parents, communities, staff, and students, and tackled bad press that may
occur during IAQ crises. During your IAQ improvement campaign, you
will likely need buy-in (i.e., support) from the school board or
administration. This may become necessary when you need financial support
for improvements beyond no-cost and low-cost solutions. Either way, it is
essential to be open and frank with school officials, keeping them well-informed
during the process.
Good communication helps your team gain the continuing support of key stakeholders,
making your team's job easier. Raising awareness of good IAQ practices among your
colleagues and students will help eliminate some of the factors that cause IAQ problems.
Raising awareness among administrators, school board members, the community, and the
local media will build support for your team's efforts to improve trust and collaboration
while decreasing liability. Communication is important to everyone, regardless of his or
her position in the school community. The important part is to determine how the IAQ
TfS Program can help everyone achieve his or her goals.
1 An IAQ team is a group of individuals (school staff, administrators, school board members, students, parents) working together to address IAQ
in the school(s).
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Indoor Air Quality Tools for Schools Communications Guide
The sections in this guide are organized as follows:
Section One Indoor Air Quality Tools for Schools Program Overview 1
Section Two Why Is it Important to Communicate about IAQ? 3
Section Three When to Use This Guide 4
Section Four How to Communicate Effectively 6
Section Five Proactive Communication 7
Section Six Responsive Communication 13
Section Seven The Indoor Air Quality Tools for Schools Awards Program 19
Section Eight Additional Resources 21
Appendix A Regional IAQ Contacts 25
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Indoor Air Quality Tools for Schools Communications Guide
Section One
Indoor Air Quality Tools for Schools Program Overview
School officials may fear the consequences of
investigating potenial IAQ problems, but many schools
have successfully communicated their situations to
staff, students, parents, and the community.
The Problem
Approximately 20 percent of the U.S. population,
nearly 56 million people, spends its days in our
elementary and secondary schools. In 1999, the
National Center for Education Statistics of the
Department of Education reported that approximately
one in five U.S. public schools had unsatisfactory
indoor air quality (IAQ). In addition, ventilation,
which impacts IAQ, was reported as unsatisfactory in
approximately one in four public schools. Students are
particularly at risk for health problems such as asthma
and allergies, which have been linked to indoor
pollutants commonly found in schools. Diseases like
asthma are also becoming increasingly common in
school-age children. Because the health and comfort
of students and staff are among the many factors that
affect attendance and contribute to learning and
performance in the classroom, IAQ issues simply
cannot be ignored.
Schools that fail to respond promptly and effectively to
poor IAQ may experience increased individual short-
term health problems, such as fatigue and nausea, as
well as long-term health problems, such as asthma.
These schools may have to shut down and relocate
staff and students to temporary facilities. Poor IAQ
may even lead to liability claims and lawsuits that can
damage a school's reputation. Additionally, schools
that do not catch their IAQ problems in their early
stages may end up needing costly repairs. This point is
particularly important since the average public school
is 42 years old and buildings begin rapid deterioration
after 40 years, if not properly maintained.1 The IAQ
T/S Kit provides a low-cost solution to prevent high
costs from delayed repairs and the dilapidation of
school buildings. For example, in a demonstration
project in the District of Columbia,
an analysis showed that if an elementary school had
spent $364 per year on preventive maintenance over
a 22-year period, $1.6 million in repairs could have
been avoided.
1 Wyons, IB. 2001. "Do School Facilities Really Impact A Child's Education?" Issuetrak, CEFPI Brief. November 2001.
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Indoor Air Quality Tools for Schools Communications Guide
The Solution
IAQ TfS is a flexible, comprehensive resource for your
school building's health. The IAQ TfS Kit can help you
identify, correct, and prevent IAQ problems. The Kit,
provided to schools at no cost, includes easy-to-follow
checklists, videos, sample memos and policies, a
recommended management plan, and a unique IAQ
problem-solving wheel. Using some or all the tools in
the Kit, school officials can address IAQ problems
and educate staff, students, and parents about the
importance of good IAQ and everyone's role in
ensuring a healthy, comfortable learning environment.
Armed with knowledge of IAQ and common sense
preventive measures, schools can take care of many
IAQ problems on their own. After all, ensuring a
healthy school is a wise investment in students, staff,
and education.
EPA's IAQ TFS Kit was designed to help schools handle most indoor air quality problems with simple, low-cost measures.
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Indoor Air Quality Tools for Schools Communications Guide
Section Two
Why Is it Important to Communicate about IAQ?
School and
community support
is essential to the
success of a school-
based IAQ campaign.
The IAQ Team can gain
support by communicating
the importance of good IAQ, the
progress of your school's IAQ program, goals for the
future, and your dedication to a healthy learning
environment. Schools working to improve their indoor
environments will not earn support and recognition
unless people know about their efforts.
Improve Health and Comfort
Poor IAQ in school buildings can adversely affect the
health and comfort of students and staff members.
EPA's Science Advisory Board consistently ranks
indoor air pollution among the top five environmental
risks to public health. Effective communication can
raise the awareness of how IAQ can negatively impact
health, educate staff how to identify and prevent
existing or potential IAQ problems, and appropriately
communicate these problems to school officials.
Gain Support from Administrators and
School Board
The support of the administration and school board is
essential to a successful IAQ program. Educating these
key decision makers on how IAQ potentially affects
their district's liability, teacher and student
performance, value of facilities, maintenance costs,
and community trust can help to ensure their support
of your IAQ program.
Strengthen Community Relations
By promoting your IAQ efforts to key stakeholders
within the community, including parents, taxpayers,
local businesses, and organizations, your district can
gain community trust. In addition, there may be an
opportunity to create valuable partnerships with non-
profit organizations, city and county departments,
local health organizations, and community activists.
Proactively working with local media to promote your
IAQ program can strengthen your relationship with
the community.
Reassure School Staff, Parents, and
Students
Promoting your program among staff and parents
communicates the school's commitment to providing a
healthy learning environment. In addition, effective
communication can help teach them how to identify
IAQ problems in classrooms and at home.
Encourage Other Schools To Implement
lAQTfS
Your IAQ program provides an opportunity for you to
be a mentor and a leader among your peers and help
communicate the importance of good IAQ to other
schools and districts. Networking with other districts
also allows you to share your experiences, avoid
pitfalls, overcome barriers, and motivate each other in
your IAQ efforts.
Receive Recognition from EPA
Schools that are committed to providing a healthy
environment can reap great benefits through EPA's
IAQ T/S Awards Program. Three award categories
Great Start, Leadership, and Excellencehonor
schools as they progress through various stages of IAQ
TfS implementation. Recognition of your IAQ program
by the Federal government can lead to invaluable
media exposure and raise awareness of your school's
exemplary program.
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Indoor Air Quality Tools for Schools Communications Guide
Section Three
When to Use This Guide
Use this guide to
communicate
with different
audiences
throughout the
creation and
implementation of
your comprehensive IAQ
plan. The suggestions provided
in the guide can help you capture and inform the
public and school community. With your IAQ Team
members, identify the communication methods or
strategies that best meet your needs.
Communicate your initial thoughts and
concerns:
Inform your teachers and staff right away in a
meeting or a letter about IAQ issues affecting
your school and the importance of good IAQ.
Invite parents and other concerned community
members to the meeting to emphasize your
commitment to improving students' learning
environment.
Use the local media to inform the community of
your intentions to survey your school's situation,
even if your school does not have a pressing IAQ
issue. Be honest and open about your problems
from the beginning of the process to help build
trust with your community.
Contact other local school districts that have good
IAQ management practices for ideas on effective
IAQ communication strategies.1
Ask parents and community members to get
involved in your IAQ campaign.
Gain national recognition with a Great Start
Award from EPA for making the commitment to
address your IAQ problems.2
Promote your ideas as you roll out your
IAQ campaign:
Keep your fellow teachers and staff informed of
your decisions and consider their input. Ask them
to get involved in your campaign to improve IAQ.
Gain buy-in from your school administrators and
school board by using examples of how your IAQ
campaign will improve health, performance, and
comfort while helping to avoid (additional) costly
lAQ-related problems.3
Set up a Web site or hotline to keep the
community and parents informed of your school's
progress. (These tools can be particularly helpful
when addressing repairs related to IAQ problems.)
Send parents a letter that outlines your IAQ
campaign and how it will positively affect their
children.
Encourage your students to conduct research or
complete projects related to IAQ.
1 Please refer to case study examples and award winners presented on EPA's Web site (www.epa.gov/iaq/schools) for more information on other
school districts that have implemented IAQ TfS.
2 Please refer to the section on EPA's IAQ TfS Awards Program in this guide for information on how to qualify and apply for an award.
3 Please refer to the EPA brochure, "Indoor Air Quality Tools for Schools Program: Benefits of Improving Air Quality in the School
Environment," and case study examples presented on EPA's Web site (www.epa.gov/iaq/schools) for more information on the health and
financial benefits of the IAQ TfS Program.
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Indoor Air Quality Tools for Schools Communications Guide
Advertise when you implement your
management plan:
With the approval of school administrators and/or
the school board, use the local media to help your
school broadcast its IAQ activities.
Involve students in the IAQ learning process by
including them in the actions to implement the
management plan.
Explain your IAQ management plan to teachers
and staff members so they understand what needs
to happen and how they can help the school reach
its IAQ goals.
With the approval of school administrators and/or
the school board, the IAQ Team can send a letter
to parents explaining the details of your IAQ
management plan and what you hope to achieve.
Communicate your IAQ management plans and
pilot projects to the media in television segments,
newspaper articles, and radio shows.
Apply for EPA's Leadership Award to obtain
national recognition for your efforts.4
Highlight your successes after achieving
your goals:
Use the media to help your school broadcast its
successes. Extensive coverage will spread the
word and reassure those who may have had
concerns for students' health.
Incorporate your school's successes into the
curriculum so students of all ages will understand
the importance of IAQ.
Mentor another local school district and use your
experience and success to help other schools
improve their IAQ.
Inform parents, staff, and teachers whenever the
school reaches another IAQ goal. This will help
convince everyone that the school is moving in
the right direction to improve its IAQ.
Apply for an Excellence Award so EPA, and the
nation, can recognize your achievement towards
improving IAQ.5
1 See footnote 2 on page 4.
' See footnote 2 on page 4.
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Indoor Air Quality Tools for Schools Communications Guide
Section Four
How to Communicate Effectively
Effective
communication
is essential to
schools and
school districts
dealing with an IAQ
crisis. Many sound
communication principles are listed in the
IAQ T/S Kit:
Respect the audience.
Remember that different audiences respond to
different communications strategies.
Be honest and open about IAQ and its effects on
health and comfort.
Avoid technical jargon; provide clear, specific
information in the appropriate language (English,
Spanish, Korean, Vietnamese, etc.)
Tell people what you can and cannot do.
Emphasize actions; make the audience feel like
they are part of the process.
Be responsive; encourage feedback; be prepared
for questions.
Combat rumors with facts.
Work with the media. Think of the media as a
pipeline or conduit to a specific audience.
Stay on the message of IAQ. Repeat the point you
want to emphasize.
The Internet can be one of your best outreach
resources. If your school does not have a Web site, use
the power of teamwork to lobby for one. Need help?
Someone in your community who knows Web design
may volunteer.
Keep in mind that community members may be happy
to volunteer their time to design, write, or produce the
materials that you need. Tap into the creativity and
energy of your older students, too.
If your school or school district already has a Web site,
consider including a link on your home page to EPA's
IAQ TfS home page at www.epa.gov/iaq/schools. Also,
please remember that staff at your EPA regional office
are experienced in communicating with a variety of
audiences. (See Appendix A: Regional IAQ Contacts
for regional office information.)
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Indoor Air Quality Tools for Schools Communications Guide
Section Five
Proactive Communication
Schools and school districts can reap many benefits
from taking a proactive approach to addressing IAQ
issues. The positive press that can result from this
approach can lead to a better understanding of IAQ in
the school and in the community, hi addition, catching
problems in their early stages can help prevent your
school or school district from having to deal with
negative press associated with full-blown IAQ
problems. Communicating effectively both internally
and externally are key elements to a successful
proactive approach.
"The most important benefit of the /IAQ TfS/
Program is that it provides a safe, healthy, and
comfortable environment for students to learn and
teachers to educate. Such a cooperative effort pays
off in dollars saved and strained relationships
avoided in the event that problems do develop."
Daniel Stoeur, Maintenance Director,
Goddard Public Schools, Kansas
Some actual school communication strategies are
shown below.
EXAMPLE: Independence School District
in Missouri used several internal and
external communication tools to relay
information to the community, parents,
teachers, and staff members. For example, the
health department hosted an IAQ TfS Kit training
and presented the material to all principals in the
district. The teachers, nurses, and principals played
different roles in the IAQ TfS process, and training
is planned for school custodians so they will also
understand the importance of good IAQ. In addition,
the district reached out to parents and the
community in a variety of ways to educate and
involve them in its IAQ program.
3
EXAMPLE: Naperville Community Unit
School District 203 in DuPage County,
Illinois addressed IAQ issues with the help
of the IAQ TfS Kit after an lAQ-related
lawsuit was filed against the DuPage County
Schools can experience many benefits by proactively
communicating their IAQ efforts,
Courthouse. To ensure the safety of school
occupants and to prevent negative press, Naperville
tested air quality in its schools and involved health
professionals, teachers, the board of education, the
PTA, the County Health Department, parents, and
community members in the process. Some parents
who work as reporters helped promote the district's
efforts by providing positive media coverage.
Community education classes and workshops
helped win the support of the community.
Internal Communication
Communicating your team's purpose and goals to
those within the schoolteachers, custodians,
administrators, support staff, the school nurse,
studentsis key to the success of your IAQ program.
Effective internal communications increases the
awareness of IAQ issues, motivates teachers, staff, and
students to get involved, and helps gain buy-in from
administrators and school officials. No matter what
their role in the school, people tend to be more
supportive if they feel included in the process and
have some ownership of the program's success. Your
colleagues will value your team's efforts to help
improve the learning and working environment.
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Indoor Air Quality Tools for Schools Communications Guide
Ultimately, the school benefits from having a
knowledgeable staff that can accurately answer
questions from parents, students, or the community.
"I found that being proactive was well worth the time
and effort. Because our IAQ Team represented all
the different personnel that make a school work, it
was easier for staff to relate to each other."
Jim Stefanik, former Director of Maintenance.
Chicopee Public Schools, Massachusetts
Schools and school districts should educate in-house
staff and students and other community members on
IAQ and involve them in activities. Use existing
internal communication sources, such as newsletters,
staff memos, banners, bulletin boards, and your school
or school district Web site to educate the school
community on current IAQ activities and successes
and to explain the negative impact of poor IAQ on
student and staff health.
"IAQ is a low-key issue now. There are fewer IAQ
concerns in our schools because of the increased
communication that resulted from using the IAQ
TfS Kit."
Bob Austin, Director of Buildings and Grounds.
West Windsor-Plainsboro Regional School
District, New Jersey
Many schools and school districts find internal
communications to be an essential part of their
proactive approach.
EXAMPLE: Mesa Unified School District
No. 4 in Arizona finds that it is crucial to
communicate with school health offices,
since these personnel can help schools
identify potential problems very early, allowing
schools to respond to IAQ problems before they
become severe. District-sponsored IAQ training for
custodial and facility assistants in maintenance and
operations workshops is another critical aspect to
promoting internal communication by ensuring that
students and staff have access to knowledgeable
personnel.
EXAMPLE: School nurses working in the
City and Borough of Juneau School
District in Alaska discuss IAQ issues
regularly in their meetings. One school
nurse sent an extensive e-mail presenting the
results of a walkthrough and later discussed her
report and concerns about asthma during staff
meetings. The district occasionally conducts an
inter-school mailing that allows it to share new IAQ-
related information. These strategies for internal
communication helped one school prevent chemical
and insect problems from getting out of hand.
Teachers and Staff
Communicating with the school staff is your first step
in gaining support and relaying valuable information
about your IAQ efforts.
EXAMPLE: Northwest Air Pollution
Authority in Mount Vernon,
Washington, emphasizes that
communication is essential to a
successful IAQ program. Posting carbon dioxide
(CO2) test results along with a fact sheet on CO2
keeps teachers and staff informed, while
incorporating IAQ into the curriculum educates the
students. Free training workshops and
energy efficiency certifications for
building operators provide
additional opportunities to
educate school staff.
Staff involvement is crucial
to the success of the IAQ
TfS Program because it
focuses on prevention and
behavior modification. To
improve IAQ in your school, staff
must be knowledgeable about IAQ issues and the
school's overall IAQ plan, including:
Why the school is concerned about IAQ issues;
How the school plans to improve its IAQ; and
What each staff member should do to get involved
and help promote good IAQ.
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Indoor Air Quality Tools for Schools Communications Guide
To help your team boost staff
involvement, try one of the
following:
Conduct presentations to
discuss the school's
IAQ program.
Offer IAQ training for staff and develop policy
and safety manuals. Include effective IAQ
management practices implemented by the school
during IAQ improvements for district-wide
reference.
Communicate your plans through internal
brochures, pages in the employee handbook,
internal newsletters, and fact sheets.
Post information about your IAQ prevention and
remediation activities, meetings, training, and
successes on your school's or school district's Web
site. Link your Web site to other useful IAQ sites.
Produce videos to share school successes.
EXAMPLE: The University of Minnesota
placed a list of frequently asked questions
on its Web site in response to IAQ
questions generated by Minnesota K-12
school health and safety personnel and
school custodians. Visit the site
at www.dehs.umn.edu/iaq/school/.
Students
"We are planning on initiating a program early next
year to have high school students compile data on
our absenteeism rates. We figured it would be an
economical way to...track our successes in schools
that have implemented IAQ changes. The students
who agree to participate in this program will receive
school credit for their work"
Art Benton, Facilities and Maintenance Supervisor.
Clear Creek School District, Colorado
involving students is a great way to raise their awareness
of IAQ issues. They can then apply this knowledge at
home as well as in school. Your team's communications
activities with teachers should address ways to
teach students about IAQ and provide ideas for
projects to involve students in your school's
IAQ efforts:
Develop lesson plans and incorporate IAQ issues
into classroom curriculums. This can be done by
using educational games and activities, such as
conducting building investigations and completing
checklists from the IAQ TfS Kit, to teach students
about sources of IAQ problems, asthma triggers,
and health effects.
EXAMPLE: The National Safety Council's
(NSC) Environmental Health Center has
developed a Teacher's Guide to Indoor
Air Quality, with units on IAQ. See the
NSC Web site at www.nsc.org/ehc/indoor/iaq.htm.
Organize poster contests and educational games.
Encourage students to assist in completing IAQ
checklists, participate in informational meetings,
form a student IAQ Team and organize student
efforts, and write articles for the student
newspaper or newsletter.
Recognize students who participate in IAQ
activities during school assemblies.
These activities will keep students invested in the IAQ
program and may even earn them some extra credit.
Below are examples of student involvement in the
IAQ TfS Program:
EXAMPLE: Teachers at Buist Academy
in Charleston, South Carolina, used the
IAQ TfS Kit to encourage students to
research and implement various IAQ
improvements. In one project, students researched
floor covering and conducted fundraising to help
them purchase high-performance carpet and
linoleum for their classroom. The student report
was presented to the school board and the school
PTA. Publicity from students' efforts has raised
interest in and awareness of IAQ in its own school,
other schools, as well as with personnel in the
school district.
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Indoor Air Quality Tools for Schools Communications Guide
Even if your school does not have current lAQ-related
problems, it is still important to educate staff and
students about IAQ to catch future problems in their
early stages.
EXAMPLE: East Dubuque Community
School District 119 in Illinois does not
have a history of IAQ problems, but felt it
was important to use the IAQ TfS Kit to
ensure a safe environment for students. The district
has started including articles about IAQ in the
school newspaper and discussing IAQ in the
biology curriculum.
School Board, District Administrative or
Business Officials
At some point during your IAQ
improvement campaign, you
will most likely need buy-
in (i.e., support) from
the school board or
administration. This may
be necessary in the start-
up phase of your work, or
it may become necessary
when you need financial
support for improvements beyond no-
cost and low-cost solutions. Therefore, it is important
to be open and frank with school officials, keeping
them well-informed during the process.
"These types of programs do not go anywhere
substantially without the superintendents, board of
education, and people they entrust to educate the
community to buy-in to the whole idea of an
IAQ program."
Barry J. Hemler, Environmental Safety
Coordinator, Montgomery County Public Schools.
Maryland
When facing decision makers, your team must be
organized, have accurate facts and figures ready, and
present its arguments in a compelling manner. The
following activities may be helpful in achieving school
board buy-in:
Present an overview of the school's or school
district's involvement with IAQ TfS. Using the
PowerPoint presentations on the IAQ TfS CD-
ROM (also available in PDF format on EPA's Web
site at www.epa.gov/iaq/schools), show your
school's success with "before and after" photos.
Describe success stories using the IAQ TfS case
studies from other schools.
Show video footage of walkthrough or preventive
measures already taken by the staff.
Conduct walkthroughs of different areas of the
building for school officials and board members
to show them sources of IAQ problems first hand.
Develop documents, such as an IAQ manual, that
can include information about policies for safety
and cleaning procedures. This manual can be used
to compile the techniques and strategies
specifically used by the IAQ Team during IAQ
improvements for continued in-house use and to
share with other district schools.
Present graphs displaying statistics about the
condition of the school, number of students with
asthma and allergies, number of nurse visits per
week, absenteeism rates, etc.
Disseminate general facts and statistics on IAQ in
schools nationwide and health effects on students
and staff. (For examples, see " Fast Facts" in
Section Eight: Additional Resources.)
' Keep the decision makers well-informed of
findings from the checklists and walkthrough(s),
and present a prioritized list of necessary
improvements as well as suggested solutions and
associated costs.
External Communication
Gaining support for your IAQ campaign from the
community, especially from families of students in
your school and the local media, is essential. By
informing them during the early stages of the team's
IAQ TfS planning and implementation process, you can
help prevent any surprises or misconceptions. In
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Indoor Air Quality Tools for Schools Communications Guide
addition, sending direct correspondence to families
from the IAQ Coordinator or other school official,
instead of relying on students to share information,
builds trust. Families who hear directly from your
team feel that they, too, are part of the process and
may volunteer to serve on the IAQ Team.
Proactive external communication has helped schools
and school districts convey a positive school image to
parents and the community:
EXAMPLE: Schools in Mesa Unified
School District No. 4 in Arizona rely on
parent groups to communicate their IAQ
efforts to parents of children attending their
schools. Local newspapers have highlighted
positive IAQ results in many schools, and the
district has held regional training sessions with
schools from all over Arizona to discuss common
problems and exchange ideas on possible
solutions. In addition, the district and American
Lung Association have started working with Indian
inter-tribal councils to help them set up IAQ
programs on the reservations. This mentoring
program has been covered in both the local and
national media.
Schools and school districts that have successfully
implemented the IAQ TfS Program can share their
knowledge and experience by mentoring other schools
and schools districts in their area. This flow of
information can lead to positive media coverage and
provide support for schools and school districts that
are just beginning to investigate their IAQ issues.
Parents
A proactive approach with the IAQ TfS Program can
give parents confidence that schools are doing
everything possible to ensure a safe and healthy
environment for their children. Parents can often offer
their expertise to the school and the IAQ Team, and
they are often willing to contribute to projects,
meetings, or events that directly benefit their children.
Effective methods for reaching out to families may
include the following:
Post news items on the school's or school district's
Web site, with a link to EPA's IAQ
Web site at www.epa.gov/iaq/schools/.
Send a direct e-mail to families to provide them
with information on the dates, times, and
locations of upcoming community
meetings.
Design a colorful flyer or
mini-poster for children
to put on the refrigerator
with a hotline number
for questions.
Present updates at back-to-
school night, including a
demonstration of preventive
measures.
Develop a handout or talking points for teachers
to use at parent-teacher meetings.
Use the PTA as an effective outlet for distributing
information and discussing IAQ issues with
parents.
Invite parents to be part of the IAQ Team. Some
parents of students may have specialized training
in areas such as mechanical engineering, nursing,
architecture, and building maintenance that could
add valuable expertise to the IAQ Team.
The Community
Communities can offer many resources to schools and
should, therefore, be informed of and involved in your
school's IAQ management plan. Your commitment to
good IAQ is important to everyone because
community members are the families, neighbors, and
friends of the children in your school. As taxpayers,
the community expects your school to be a healthy,
productive learning environment. Students are the
community's investment in the future.
Your community will be pleased to know that you are
taking preventive action and fixing IAQ problems.
Many talented, experienced people who live in your
community may be happy to volunteer their time to
design, write, or produce additional IAQ materials.
Schools can reach out to communities and gain their
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Indoor Air Quality Tools for Schools Communications Guide
support with the following activities:
Create a special IAQ edition of the school
newsletter.
Organize activities, such as a volunteer drive to
accept donations of money, services, or building
products that involve students, staff, members of
local community organizations, and businesses.
Foster feelings of community ownership for the
school or school district's IAQ program.
EXAMPLE: Independence School
District in Missouri used several
communication tools to relay information to the
community. The district informed parents and the
community about its IAQ program through television
(a local cable channel broadcasted a segment on
IAQ), newspapers, flyers in electric bills, PTA
newsletters, nursing newspapers, and letters sent
home with students. The district also contacted
Lowe's Home Improvement, Westlake Hardware
Store, and Target for help funding lAQ-related
projects, such as installing gutters on buildings,
fans to dry wet carpeting, and filters for heating,
ventilation, and air conditioning (HVAC) systems.
Ask students and staff to help design
announcements and IAQ fact sheets to post on
bulletin boards in the community.
Local Media
Once your school has made noteworthy progress in its
IAQ efforts, turn this success into positive publicity
and increase community awareness of IAQ issues.
Accomplishments that you can publicize include
the following:
Completion of walkthroughs and initial
evaluations (sizing up the situation);
Completion of low-cost building improvements;
School board approval for improvements, such as
installing a new HVAC system, replacing
carpeting, or upgrading classroom windows;
Completion of upgrades and documented
improvements in student health or decreases in
absenteeism; or
Receipt of local, regional, or national recognition
for your IAQ efforts, such as involvement in EPA's
national IAQ TfS Awards Program.
Tap into your school's relationships with the local
media to emphasize your proactive approach. Invite
local journalists and film crews to tour the school, see
your progress, and discuss IAQ with the team and
other school officials.
Encourage local media to promote IAQ programs:
Write or place articles in your local or regional
newspapers and magazines.
Produce public interest features for your local
news or cable access channels.
Create print or audio public service
announcements (PSAs) for your local papers,
radio stations, and TV outlets.
Share success stories of schools honored with an
award in recognition of their IAQ improvements.
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Indoor Air Quality Tools for Schools Communications Guide
Section Six
When schools and school districts are faced with an
IAQ crisis (for example, school closings due to mold
infestation), it is critical to react quickly and honestly.
Schools and school districts should provide full and
complete information to the media, striving to reassure
students, parents, staff, and the community that the
situation will be rectified as soon as possible. With
effective communication (as suggested in "External
Communication" below), schools and school districts
can turn a reactive, negative scenario into a positive
and inspiring one. Crises also provide them with an
opportunity to educate staff, students, parents, and the
whole community on the importance of good IAQ.
In the later stages of a crisis, schools and school
districts often become more proactive to prevent the
occurrence of another problem and the negative press
associated with it.
"One of the greatest lessons I learned from this [IAQ
crisis] is to get in front of the bad press. Don't try to
hide from the accusations. Try instead to show what
you are doing to remedy the situation."
Adina Neale, District IAQ Coordinator,
Saugus Union School District, California
The following schools in California have effectively
dealt with difficult IAQ situations and turned a crisis
situation into a success:
EXAMPLE: Saugus Union School
District in California was planning to
start an IAQ program when a toxicologist
claimed that a student had been exposed
to arsenic, formaldehyde, phenol, and mold toxins
in a portable classroom. Alarmist stories and
frightening headlines appeared when the
newspapers discovered that doctors blamed toxins
in portable classrooms for poisoning the students
and teachers. The school district was viewed as
deceitful, uncaring, and unresponsive.
Immediately, Saugus Union School District focused
on resolving the issue by using ERA'S IAQ TfS
Program to guide the gathering of as many facts
and environmental data as possible. In addition,
Schools should react to an IAQ crisis quickly and honestly.
they conducted extensive environmental testing and
new toxicology examinations for the students and
staff that revealed no IAQ problems in the portable
classrooms. Additional toxicology tests by the Chief
of Occupational Health and Medicine at UCLA were
also evaluated by the California Department of
Health Services, Environmental Health
Investigations Branch, and showed that the original
diagnosis was flawed. To head off further negative
press and public outrage, the district needed to get
the test results to the public as quickly as possible.
District officials were eventually able to regain the
trust and confidence of the staff, students, parents,
and community by fully implementing the IAQ TfS
Program. The district also hired a public information
officer who generated positive publicity by inviting
reporters on ventilation inspections, contacting
them prior to important meetings, and providing
them with updates on environmental testing results.
Members of the school also worked hard to
establish good relationships with reporters.
Gradually, positive articles and TV news stories
about the district's IAQ efforts began to appear in
the Los Angeles Times, on local TV stations, and in
other local media. To keep the staff, public, and
media continually updated on Saugus's IAQ efforts,
the district developed a Web site presenting press
releases, testing results, reports, IAQ TfS
information, letters, and IAQ contacts.
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Indoor Air Quality Tools for Schools Communications Guide
EXAMPLE: Soon after the Buchanan
Education Center in Clovis Unified School
District, California, opened its doors to its
5,000 students, two buildings showed signs
of water intrusion. The school thought it was a
minor problem, but it discovered substantial mold
growth in several buildings and portable
classrooms. The administration
reacted to this information
by closing the whole
school for seven days.
School officials
conducted extensive
outreach to the school
staff and community
with letters, a telephone
hotline, media briefings,
the school's Web site, and
newspapers. The school sought
expertise from doctors, lawyers, and mold experts
to help deal with the situation. While repairing the
affected buildings, the school conducted an
employee health survey and compared the results
to those of another nearby school to ensure the
safety of the staff and students.
As a result of the school's efforts, the community,
health officials, and media all supported the
school's actions. Not a single lawsuit or worker's
compensation claim was filed, and the district
received national and state recognition for its
proactive efforts, including a community relations
award. The newspapers hailed Clovis' proactive
handling of the situation as a "textbook example."
Internal Communication
Communicate your school's IAQ problems to teachers,
custodians, administrators, the school nurse, and
students so everyone can work together to understand
and overcome the crisis at hand. People will support
your IAQ efforts when they are included in the process
of solving the problem. Use newsletters, staff memos,
bulletin boards, and your school or school district Web
site to update the school community on the status of
the crisis and to outline potential solutions.
Teachers and Staff
Provide staff with a clear explanation of the situation
and the proposed response to gain its support as soon
as a problem arises. Informing staff members will
increase their trust and willingness to participate in
resolving the issue. School staff should understand, at
a minimum, the following items:
What the problem is and whether health effects
have been reported or linked to the problem.
How the problem will impact them (e.g., they will
have to relocate, terminate the use of certain
chemicals).
How the school's detailed plan will resolve
the problem.
What each staff member can do to ensure
additional IAQ problems will not arise in the
future (e.g., keep air vents and windows free from
obstruction, report any sign of moisture or mold
growth).
How concise information will help staff members
explain the impending situation to students.
Educated staff members can help the school detect
IAQ problems in their early stages. Disseminate
updates and information on IAQ in memos, bulletin
boards, staff meetings, or letters. Schools and school
districts can adapt the sample text on the following
page, or text provided in the IAQ TfS Kit, to reach out
to staff during a crisis.
Students
Schools and school districts should keep students
informed during an IAQ crisis to prevent rumors and
ensure their confidence in the administration. Explain
the situation, how it will affect students, and how they
will benefit from improved IAQ during a school
assembly or by posting information on the school's or
district's Web site. Show students that you are in
charge of the situation and are actively addressing the
school's IAQ problems.
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Indoor Air Quality Tools for Schools Communications Guide
"Staff and students now feel more comfortable
informing us of problems knowing that the
district will respond immediately to resolve
these IAQ issues."
Scott Hagen, IAQ Coordinator.
Independent School District #88.
New Ulm, Minnesota
School Board,
District
Administrative
or Business
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To implement
many IAQ
improvements,
buy-in from the
school board or
administrators is
essential. The administration plays a
critical role in resolving IAQ issues,
particularly if they require funding. It is
important to be open and frank with
school officials, keeping them well-
informed throughout each stage of
the crisis.
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EXAMPLE: Burlington High
School in Burlington,
Massachusetts, adopted
the IAQ TfS Kit after the
Burlington Board of Health convened
a public hearing to discuss the IAQ
issues at the school. The meeting was very
successful in raising public awareness and, as a
result, officials unanimously approved $1.2 million
to correct the deficiencies causing lAQ-related
problems.
The school board and administrators can often provide
schools and school districts with support, credibility,
and authority necessary to ameliorate a difficult
situation. The following example emphasizes how the
involvement of board members can lead to positive
press coverage and national recognition, even when a
school is facing an IAQ crisis.
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EXAMPLE: North Country Union High
School in Newport, Vermont, began
using the IAQ TfS Kit after two
employees filed lawsuits and a student fainted from
an allergic reaction to a persistent odor in the
building air. The Board of Directors televised its
meetings, and several board members created a
video outlining the school's renovation plans and
their financing. Because of these efforts,
newspapers and television and radio stations
covered the progress of the renovations. The IAQ
Team received recognition from the Vermont
American Lung Association and elected state
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Indoor Air Quality Tools for Schools Communications Guide
government officials, including a State Senator,
Representative, and Secretary of the State
Department of Natural Resources. EPA also
recognized their IAQ efforts with a national
Excellence Award.
External Communication
Managing an IAQ crisis in your school is very
difficult, but it is crucial to remain direct and honest to
your "external" constituents. During an IAQ crisis,
there is a chance the media will report your story and
you may be expected to respond to negative
allegations involving the IAQ problem. You can use
this situation as an opportunity to involve your
community in the IAQ problem-solving process. By
sharing your plans to fix the problem quickly with the
community and parents, you will essentially calm any
fears they may have about their children's safety and
their learning environment. In turn, this group of
people could become your biggest supporters.
"If a school district isn 't doing anything and a parent
or employee has a problem, you get into that
situation where the district's got a credibility gap
and it isn't trusted. If they prove that you're not
doing enough, it gets to be quite a headache and a
costly one."
Ken McBride, Regional Industrial Hygienist.
Texas Department of Health, Texas
The following school was able to avoid detrimental
media coverage by immediately communicating its
IAQ problem.
EXAMPLE: Everett School District in
Washington turned to the IAQ TfS Kit after
closing a middle school when students in
a classroom complained of nausea and
watery eyes. The district used communication
strategies presented in the Kit and was open and
honest about its IAQ problems, including insufficient
ventilation. By holding meetings throughout the
investigation of the problem to update staff, parents,
and the press on the status of the closed school,
the district was able to gain the trust of the public
and community while avoiding negative publicity.
The first two meetings were held for staff members
followed by a one-day session to explain the
situation to parents.
Local Media
Some crises are unavoidable. Because schools do not
always know of, or inform stakeholders about IAQ
problems until a crisis occurs, it is important for your
IAQ Team to become familiar with reactive media
strategies. Generally, there are three cycles in a crisis
with the media:
First Cycle (0-12 hrs)The media wants to
know "who" and "what" the crisis is about.
Release an initial statement to the press (within
the first 2 hrs) that confirms the facts, notes
concerns, outlines actions for assistance and
accountability, and sets a schedule for updated
information. Note: Web sites and hotlines are
helpful in getting the information out quickly.
Hold a news briefing
(within the first 6-8
hrs) to provide
information and
make the
leadership of the
school or school
district available.
Set ground rules for
media coverage.
Offer contact names and sources for updated
information.
Second Cycle (12-24 hrs)The media wants to
know "why."
Provide updated information and a schedule for
more updates.
Offer experts to answer questions.
Have a few students or teachers speak to
the press.
Share a plan to move ahead.
Dispel rumors firsthand.
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Indoor Air Quality Tools for Schools Communications Guide
Third Cycle (indefinite time line)The media
wants new story angles.
Continue to give daily updates through news
briefings or fact sheets.
Offer answers to questions as
new information becomes
available.
Show how agencies
work together.
Continue to dispel
rumors firsthand.
Set up tours of the school
for media.
The main focus of a reactive strategy should be on
getting the accurate story out as soon as possible,
continually providing official, updated information,
controlling rumors, and becoming more proactive in
the latter stages of the crisis.
Parents
As word of an IAQ crisis spreads through a
community, chances increase that this information will
cause fear in the parents whose children attend the
school with the IAQ problem, as well as causing fear
in parents with children in other schools within the
district. It is crucial to communicate with parents as
soon as the IAQ crisis becomes apparent. The IAQ T/S
Kit helped the following school reach out to parents:
EXAMPLE: Janvier Elementary School
in Franklinville, New Jersey, received
bad press when a mold problem was
discovered, causing parents to become
concerned. In response, the school conducted a
walkthrough using the IAQ TfS Kit and presented
the results to parents to assure them that the
problem no longer existed. This experience helped
the school understand the importance of
communicating with parents and staff and led to the
creation of a formalized communication strategy,
including notifications to parents about special
activities that affect air quality.
Depending on the severity of the problem (such as
school closings or student and staff illness), there may
be other crisis management protocols already
established that must be implemented. It is important
to offer support to the parents and establish a regular
notification process upfront.
"We needed to make sure parents were aware of
the [school's IAQ] problems, what we were
doing to alleviate them, and that their children
were safe."
Tammy Gonzalez, Principal, Crowley
Elementary School, Visalia, California
Examples of ways to communicate with parents
during an IAQ crisis include the following:
Send out an informative newsletter tailored to the
students specifically affected by the IAQ problem
and a letter to all parents with children in the
school district assuring them that the IAQ
problem does not necessarily affect all schools in
the district.
Recommend calling an impromptu PTA meeting
to discuss the IAQ problem and explain the
actions taking place to address the situation.
Invite parents to participate in the walkthroughs of
the school to see the IAQ problem firsthand and
how the school is fixing it.
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Indoor Air Quality Tools for Schools Communications Guide
The Community
Gaining support from the community is essential
during an IAQ crisis. Some community members, such
as parents and other affiliates of the school, have a
vested interest in the school's success as an
educational facility. In the event of an IAQ crisis,
people may feel as if the school's reputation has been
compromised. It is important for the school or school
district to maintain open lines of communication with
the community. Several ways to keep the community
informed include:
Schedule a weekly IAQ meeting to update and
inform community members and, perhaps, the
press. Invite contractors and other individuals who
are working to alleviate the problem to participate
in the meeting. They will be able to answer
specific questions, if necessary.
Provide weekly updates on the progress of the
IAQ remediation work using a community e-mail
distribution list.
Create and link a new Web page to your school's
Web site that provides updates on the remediation
of the IAQ problem.
Create a voice recording hotline where people can
leave messages with questions regarding the
incident and can receive status reports about the
progress of the remediation. Some schools may
already have established hotlines for school
closings or cancellations of after-school activities.
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Indoor Air Quality Tools for Schools Communications Guide
Section Seven
The Indoor Air Quality Tools for Schools
Awards Program
EPA provides
opportunities for
schools and school
districts to gain national
recognition for their success
in improving IAQ with the IAQ TfS
Awards Program. The IAQ TfS Program helps schools
carry out a practical action plan to prevent and resolve
most IAQ problems using straightforward practices
and in-house staff. The IAQ TfS Awards Program is a
tiered system that rewards schools and school districts
as they progress through various stages of
implementing the IAQ TfS Kit.1 The Awards Program
recognizes those schools and school districts that have
taken a leadership role, heightened overall public
awareness of IAQ issues, and encouraged public
support for programs aimed at improving children's
health by improving IAQ in our nation's schools.
What Awards Does EPA's IAQ TfS Offer?
Great Start Awards
Great Start Awards are for schools that have received
the Kit and are in the beginning stages of moving
forward with the IAQ TfS Program. To be eligible for
an award, schools and school districts must name an
IAQ Coordinator and/or establish an IAQ Team (the
first step in the Kit). A letter of intent from the
principal or superintendent is also required to
demonstrate investment and commitment. In response
to these actions, EPA will provide a "Welcome" letter
and a "Commitment to School Health" certificate to
each committed school and school district.
Information about how to access other IAQ TfS
resources and the IAQ TfS Bulletin will also
accompany the letter.
Leadership Awards
Leadership Awards are designated for schools and
school districts that have shown substantial progress
implementing the IAQ TfS Kit. Plaques will be
awarded to all schools and school districts that have
adhered to the Great Start criteria and have taken the
following required steps:
Completed the School Walkthrough.
Completed the School Walkthrough Checklist and
the Ventilation Checklist.
Distributed the Teachers, Building Maintenance,
and Renovation and Repairs Checklists.
Developed an IAQ Management Plan that
identifies any IAQ problems in the school and
prioritizes any needed repairs and/or upgrades.
When schools or school districts receive a Leadership
Award without first receiving a Great Start Award,
EPA will send them the Great Start Award, in addition
to the Leadership Award, along with the "Welcome"
letter and "Commitment to School Health" certificate.2
Information about how to access other IAQ TfS
resources and the IAQ TfS Bulletin will also
accompany these awards.
In addition to receiving plaques, schools and school
districts will be recognized on EPA's Web site and will
receive press kits to help them communicate their
success. Award recipients with compelling or
interesting success stories may be asked to share their
experiences in a case study. The finalized case study
will be available on EPA's IAQ TfS Web site and as a
published document. These award winners are prime
candidates for the Excellence Award and will be
encouraged to apply.
1 Schools and school districts are eligible to apply for the Leadership and/or Excellence Awards, without having previously applied in another
award category. For example, a school or school district may be doing something related to IAQ, of which EPA is unaware, that makes the
school eligible to apply for and receive the Excellence Award, without ever having applied for a Great Start Award.
2 See footnote 1 above.
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Indoor Air Quality Tools for Schools Communications Guide
Excellence Awards
Candidates for Excellence Awards include schools and
school districts that show outstanding achievement,
not only in fully implementing a IAQ TfS Program but
also in their communication and outreach efforts and
ability to assess IAQ concerns. Excellence Award
winners are selected annually through a competitive
process. EPA begins accepting applications for the IAQ
TfS Excellence Awards in January and presents the
Excellence Award Statues at a special recognition
ceremony each year. Winners of Excellence Awards
receive a press kit to assist them in communicating
their achievement, are announced by EPA in a national
press release, and are featured on EPA's Web site.
Additionally, EPA will prepare a case study on each
award recipient. Schools and school districts do not
need to receive a Great Start Award or a Leadership
Award to be eligible for an Excellence Award.2
Recipients of Excellence Awards have attracted the
attention of media around the country, including
newspapers, television, and radio stations. For
example, when CNN ran a short report about the IAQ
TfS Program, a representative of Montgomery County
Public Schools, an Excellence Award winner, appeared
in the report. Fort Bend Public School District was
highlighted in an article in the Houston Chronicle for
its Excellence Award and the Weather Channel Web
site featured New England schools that received
awards for IAQ in a back-to-school story that covered
the health effects of poor IAQ.
How to Apply for EPA's IAQ TfS
Awards Program
Interested candidates should complete an application.
Evaluation criteria and applications are available on
EPA's Web site. For specific questions, contact
(202) 564-9380.
All applications may be submitted by: U.S. mail,
facsimile, electronically, or special delivery services
(Federal Express, United Parcel Service, etc.).
Candidates should use the application form as a
template for providing EPA with the essential program
information needed to evaluate their candidacy.
Specific mailing instructions are available on EPA's
Web site at www.epa.gov/iaq/schools.
2 See footnote 1 on page 19
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Indoor Air Quality Tools for Schools Communications Guide
Section Eight
Additional Resources
IAQ
Communication
Activity List
The following is a list of
ideas for activities to
engage school staff, students,
families, and local community
organizations and businesses in the IAQ campaign.
Media
Cable channel "round tables" (local channels,
public access)
Editorials (work with media)
IAQ public service announcement (PSA)
Letters to editors (written by the IAQ Team)
Press release
PSA in sports programs (e.g., Booster Clubs), if
they accept advertising
Radio interviews (local)
Radio PSAs
Video news release
Op-Eds (encourage school principal/
superintendent to create and submit an opinion
editorial to newspaper)
Planned call-ins to talk shows (e.g., public radio
stations)
Outreach
Bulletin: regular IAQ column in school/parent
newsletter
Bulletin: special IAQ edition of school/parent
newsletter
IAQ TyS-related clippings/articles and TV news
spots posted on Web sites
Web listservs and Ednet: communicate with peers
Arrangements with local/regional advertisers for
free space on local buses, billboards, bus stops
Arrangements with local/regional hospitals for
IAQ features in health/pediatric newsletters
Half-page IAQ fact sheets stuffed in shopping
bags at local stores
Shopping bags at local stores with IAQ
recommendations printed on them
IAQ tips on local company calendars or special
school calendar (Boosters/PTA project)
Posters in school or in windows of local
merchants
An insert to place in mailings to parents
Internet training session (as IAQ mentor for other
schools, community, etc.)
Letter of encouragement to other schools in your
sports conference
Table at local health fair at the mall/shopping
center
Submission of news to EPA regional office for
case study or inclusion on EPA's Web site
EPA Great Start, Leadership, and Excellence
Awards, to encourage participation in the
IAQT/S Program
Staff Training
"Brown bag" lunch training for staff/faculty
E-mail updates to staff/faculty
IAQ section in school staff orientation
Internet training for staff
Page or section on IAQ in school staff handbook
Memos
Student Participation
Contests (classrooms or students compete)
IAQ section in a science or health class
lesson plan
Informational video (created as a student project)
Special student projects (art students, science
projects or fairs, environmental interest groups)
Student-produced IAQ brochure
Article in school newspaper
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Indoor Air Quality Tools for Schools Communications Guide
Presentations and Events
Seasonal window decorating contests on IAQ
Award ceremonies for staff and students
Booth/table at annual school fair
Meeting with other local schools to promote IAQ
Overhead transparencies for presentations
Photos (amateur photographers) before and after;
slide show
IAQ component to Earth Day (April 22)
celebrations
IAQ component to World Asthma Day (activities
that educate the community about common
asthma triggers found in the indoor environment)
Pop quiz/trivia contest for everyone in the school
(pre- and post-upgrade, at the beginning of the
program, six months into the program)
Special plaque for outstanding IAQ that is passed
around each month (e.g., school, classroom)
Product Design
Banner or poster on easel in school entry or
gathering area
Warning flag on a string tied to vents to remind
everyone of the need to keep vents clear for good
air circulation
IAQ bookmarks (EPA IAQ TfS logo is available at
www.epa.gov/iaq/schools)
IAQ sew-on patches
IAQ stickers (for notebooks, backpacks)
Placemats for use at local restaurants with
activities and learning games to teach kids about
IAQ (e.g., connect the dots, coloring, word search)
Mouse pads
Pencils
Screen savers for school computers
T-Shirts or vests for kids participating
on IAQ Team
General Activities
Articles in student school paper
E-mail IAQ "newsflash" (one paragraph
announcement)
E-mail IAQ bulletin (periodic update, three to
four paragraphs)
FAQs on a poster or pocket card (bookmark)
Fast Facts on lAQ/asthma/mold/indoor air
pollution (Web or one-pager)
IAQ Web sites (list of relevant information sites
for adults/older students)
An insert in the welcome kit/new student
guide/notebook
Logo on school letterhead or envelopes
PA announcements
Sign outside the school
Statistical update on hallway bulletin boards
(colorful bar and pie charts)
Success stories one-pager (Web or paper)
Take-home questionnaire
Ten "to-do's" (to improve IAQ) on a
stand-up card
Web banner (graphics or text located on a
Web site to highlight information)
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Indoor Air Quality Tools for Schools Communications Guide
Fast Facts
Indoor Air Quality and Schools
The relationship between IAQ in schools and the
health of students and teachers is important, as your
IAQ efforts may affect learning and performance in
the classroom, which in turn affects achievement.
Following are several "fast facts" that you can use
when developing communications and outreach
materials described in this guide.
The Basics on Indoor Air Quality
The U.S. Environmental Protection Agency (EPA)
and its Science Advisory Board consistently rank
indoor air pollution among the top five
environmental public health risks.
EPA studies indicate that indoor levels of
pollutants may be two to five times, and
occasionally more than 100 times, higher than
outdoor levels.3
Consistently high levels of indoor air pollutants
are a substantial risk to public health, considering
that the average person spends an estimated 90
percent of their time indoors.3
The United States incurs annual costs and
productivity losses estimated at $10 to $20 billion
related to "sick building syndrome" caused by
poor indoor air quality.13
Factors such as mold, mildew, dust, animal
dander, volatile organic compounds, radon,
tobacco smoke, carbon monoxide, and
formaldehyde, directly affect the level of building
air quality.3
Schools and Indoor Air Quality
According to the U.S. General Accounting Office,
20 percent of all U.S. schools currently report
indoor air quality problems.0
An estimated 56 million people, or 20 percent of
the U.S. population, spend their days inside school
buildings.4
The average public school is 42 years old, and
school buildings begin rapid deterioration after 40
years if not properly maintained.6
Research reports by the U.S. Department of
Education suggest that students attending schools
in poor condition score 11 percent lower on
standardized tests than students who attend
schools in good condition/
Dampness, which often leads to mold problems,
has been consistently associated with respiratory
symptoms, asthma, and allergies.8
Operational measures to improve indoor air
quality can cut energy costs and annual
maintenance costs by 10 to 20 percent/
Asthma and Indoor Air Quality
According to a 2001 report by the U.S.
Department of Health and Human Services,
between 1980 and 1994, the percentage of
preschool-age children with asthma increased
160 percent.11
Asthma is a primary cause of school absenteeism,
accounting for 14 million missed school days per
year. Absenteeism may affect school funding if
funding is based on attendance.1
Measures to control the indoor environment and
change current building factors can result in a
10-30 percent reduction in allergy and asthma
symptoms and related costs.1
Reports indicate that occupants of homes or
schools with evidence of dampness or presence of
mold and mildew have a 30-60 percent higher
prevalence of asthma or other lower respiratory
symptoms associated with asthma.1
An estimated 15 million Americans live with
asthma, and between 8,000 and 26,000 new
asthma cases arise in children each year.k
Approximately 37 percent of all asthma
hospitalizations, of which 20 percent are
readmissions, are for patients under age 15.1
Currently, an average of one out of every 13
school-age children has asthma. The percentages
are rising more rapidly in preschool-age children
than in any other group.111
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Indoor Air Quality Tools for Schools Communications Guide
1 The National Heart, Lung, and Blood Institute
(NHLBI) cited that the total cost of health care
and lost productivity due to asthma totaled
$14 billion in 2002.°
1 According to a report issued by the NHLBI, in
1995, African-American and Hispanic children
are more likely to have asthma."
1 Asthma accounts for one-third of all pediatric
emergency room visits and is the fourth most
common cause of visits to the doctor's office.11
1 The National Academy of Sciences/Institute of
Medicine issued a report on asthma and indoor air
quality, confirming that dust mites, molds,
cockroaches, and environmental tobacco smoke
are triggers for asthma.1
1 Deaths related to asthma in children have nearly
tripled over the last 15 years."
References
a U.S. Environmental Protection Agency. 1995. The Inside
Story: A Guide to Indoor Air Quality. United States
Consumer Product Safety Commission. Office of Radiation
and Indoor Air. EPA 402-K-93-007. April 1995.
b Brightman, H.S. and Moss, N. 2001. "Sick Building
Syndrome Studies and the Compilation of Normative and
Comparative Values." In: Indoor Air Quality Handbook.
Spengler, ID., McCarthy, IE, and Samet, J.M. (Editors).
New York: McGraw-Hill.
0 General Accounting Office. 1995. School Facilities:
Condition of America's Schools. GAO/HEHS-95-61.
February 1995.
dUS. Environmental Protection Agency. IAQ Tools for
Schools Program, Step-By-Step Guidance to Improving the
Air in our Nation's Schools. EPA 402-F-03-011.
e Lyons, J.B. 2001. Do Schools Really Impact a Child's
Education? Issuetrak, CEFPI Brief. November 2001.
f U.S. Department of Education National Center for
Education Statistics. 2002. The Forum Voice, 5(1).
http://nces.ed.gov/forum/voice.aspSl (Based on information
from: American Association of School Administrators.
1992. NASBE Building our Future: Making School
Facilities Ready for the 21st Century. Washington, DC.)
« Bornehag, C.G., Blomquist, G., Gyntelberg, F, Jarvholm,
B., Malmberg, P., Nordvall, L., Nielsen, A., Pershagen, G.,
and Sundell, I 2001. "Dampness in Buildings and Health.
Nordic Interdisciplinary Review of the Scientific Evidence
on Associations between Exposure to "Dampness " in
Buildings and Health Effects (NORDDAMP)." Indoor Air,
ll(2):72-86.
hUS. Department of Health and Human Services. 2001.
HHS Fact Sheet: HHS Targets Efforts on Asthma. February
21,2001.
'U.S. Centers for Disease Control and Prevention. 2002.
"Surveillance for Asthma-United States, 1980-1999."
MMWR, 51(SS01):1-13.
J Fisk, W.I 2001. "Estimates of Potential Nationwide
Productivity and Health Benefits from Better Indoor
Environments: An Update." In: Indoor Air Quality
Handbook. Spengler, J.D., McCarthy, IF, and Samet, J.M.
(Editors). New York: McGraw-Hill.
k California Environmental Protection Agency. 1997.
California EPA Report on Environmental Tobacco Smoke.
Chapter 6. http://www.oehha.org.
1 National Academy of Sciences/Institute of Medicine. 2000.
Clearing the A ir: Asthma and Indoor A ir Exposures.
National Academy Press, Washington, DC.
mU.S. Environmental Protection Agency. 2000. Managing
Asthma in the School Environment. Office of Air and
Radiation, Office of Radiation and Indoor Air, Indoor
Environments Division. EPA 402-K-00-003. May 2000.
"National Heart, Lung, and Blood Institute. 2002. Morbidity
& Mortality: 2002 Chart Book on Cardiovascular, Lung, &
Blood Diseases. May 2002.
"National Heart, Lung, and Blood Institute. 1995. Asthma
Management in Minority Children. National Institutes of
Health Pub. #96-3675. November 1995.
i>US. Environmental Protection Agency. Asthma Facts.
http://www.epa.gov/iaq/asthma.
iUS. Environmental Protection Agency. 1999. Asthma and
the Environment:A Strategy to Protect Children. President's
Task Force on Environmental Health Risks and Safety
Risks to Children. January 28, 1999.
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Indoor Air Quality Tools for Schools Communications Guide
Appendix A
Regional IAQ Contacts
U.S. EPA Region 1
IAQ Contact
1 Congress St., Suite 1100 (CAP)
Boston, MA 02114-2023
(617)918-1639
U.S. EPA Region 2
IAQ Contact
290 Broadway 28th Floor
New York, NY 10007-1866
(212) 637-4025
U.S. EPA Region 3
IAQ Contact
1650 Arch St. (3AP23)
Philadelphia, PA 19103-2029
(215) 814-2086
U.S. EPA Region 4
IAQ Contact
61 Forsyth St., SW
Atlanta, GA 30303-3104
(404) 562-9062
U.S. EPA Region 5
IAQ Contact
77 West Jackson Blvd. (AE-17J)
Chicago, IL 60604
(312)886-6543
U.S. EPA Region 6
IAQ Contact
1445 Ross Ave. (6PD-T)
Dallas, TX 75202-2733
(214) 665-7550
U.S. EPA Region 7
IAQ Contact
901 North Fifth St. (ARTD-RAL)
Kansas City, KS 66101
(913) 551-7605
U.S. EPA Region 8
IAQ Contact
999 18th St., Suite 300 (P-AR)
Denver, CO 80202-2466
(303)312-6033
U.S. EPA Region 9
IAQ Contact
75 Hawthorn St. (Air-6)
San Francisco, CA 94105
(415) 947-4193
U.S. EPA Region 10
IAQ Contact
1200 Sixth Ave., 10th Floor
(OAQ-107)
Seattle, WA 98101
(206) 553-2589
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