^••::-:^ Environmental Justice and The Indoor Environment National Education Association Health Information Network February ;1998 "Allcommunities[ana'persons-across thisNation should '-•_;'; live in a safe and healthful environment." : ;-;' With these wordsj President Clinton issued Executive Order 12898 on February 11,1994 to establish environmental justice as a national priority. What is Environmental Justice ? According to the United States Environmental Protection Agency (EPA, 1994), environmental justice means that, "all, people should be treated, fairly under environmental laws without discrimination based pn.race," ethnicity,:cultureor economic: status".. - - , '. ••'..;"' Studies document that certain groups have been exposed to higher levels^of environmental pollutants than the general public.; Historically, race-and socioeconpmic status have correlated with unequal distribution of envi- ronmental health risks. It is important to note, however,: that environmental justice means that "all people should have an opportunity to live in a heaithy environment. All 'people should be able to breathe clean,air, drink clean water, and consume urtcontaminated foods",(EPA, 1994). What Are Some Examples of Indoor Environmental Inequities ? Radon. Radon is the second .leading cause of lung can- cer in the US, and is the leading cause of lung cancer in non-smokers. EPA estimates that nearly one jn 15 or six million homes in the US may have indoor radon levels at or above 4 pCi/L (p'icocuries per liter), the level at which EPA recommends action should be taken: Nearly, one in -<. Jive schpoi$.in the US has at least one room, ormore than ,- 73,000 schoolrooms in all, with radon levels-above 4 pCi/L (EPA, 1993 School Measurement:,Guidance)/ Radon exposure coupled with smoking significantly increases the risks of developing lung cancer. A 1996 = ' study by the Conference of Radiation Control Program Directors (CRCPD) found that people of color, with the exceptionjof Native, Americans, and low-income groups tend to be less aware of the effects of radon, and less like- Jy to test for_radon. People of color and/or low-income groups are proportionately over-repre,sehted among the, ranks of smokers. Additionally, lower income groups are more likely to allow smoking in their homes (CRCPD). Environmental Tobacco Smoke. Environmental tobac- co. smpke:.(ETS), or second-hand smoke, causes 3,000 lung-cancer deaths in non-smoking Americans each year (EPA, 1995). Nearly 9 out of 10 non-smoking Americans are exposed to ETS. Exposure to ETS is higher among children, African Americans, and males (Third National Health and Nutrition Examination Survey). A 1996 study by the American Lung Association (ALA) found that chil- dren exposed to;ETS at home were 70% more likely to have Wheezing with colds, 60%;mpre likely to go to emer- gency rooms tor wheezing, and 40% more likely to have persistent wheezing, compared,with children in homes " without ETS. Not'surprisingly, trie EPA estimates that each year, ETS exacerbates the asthma condition in/. 200,000 to 1 mjilipri asthmatic" children, arid may con- tribute to thousands of new childhood asthma cases. Asthma. Asthma is the leading serious chronic illness of , children in the US. Asthma can be aggravated by expb- sjjreto pollutant''triggers"such as ETS, molds, and.aller- gens such, as cockroaches, animal, dander, arid dust mites. Asthma triggers may be more prevalent inside homes with indoor ;air quality (IAQ) problems such as inadequate ventilation, accumulation of allergens, or mold and mildew,-problems resulting from cracks and Bleaks in, building surfaces. Poor IAQ, often found in deteriorating housing units, combined with outdoor air pollution will fur- ther exacerbate an asthma condition. Disproportionate .nurnbers of-people of color and of low-income live in,, areas of high outdoor air pollution, and may be exposed -to more environmental asthma triggers. These "expo- sures, along with factors such as. lack of access to pre- ventative health care, may explain why the ALA found that although African Americans represent one in eight of the US population,(12.5%), they account for one in five deaths duie to asthma (21.5%), In addition, Hispanic ehil-'- dren are ,more likely to have suffered from asthma at some point in their lives than children of any other ethnic , group (American' Journal of Public Healtji, 83:4, 1993). ------- School Indoor Environmental Quality. Asthma is the number one cause of school absences due to a chronic condition In the US. It is essential that schools have a healthy indoor environment, especially since children spend so much time in schools. Poor IAQ can increase the potential for long and/or short term health problems, reduce productivity for school employees and students, and accelerate deterioration of and/or reduce efficiency of ventilation equipment. A 1995 school facilities survey by the US Government Accounting Office found that about half of US schools, serving 21 million students, reported at least one unsatisfactory environmental condition, such as air quality, poor ventilation, or heating and lighting problems. Lack of resources and existing school facility problems can be obstacles to improving IAQ in schools. Carbon Monoxide. An estimated 1,000 people die each year as a result of carbon monoxide (CO) poisoning and thousands of others end up in hospital emergency rooms (EPA). At high concentrations, carbon monoxide can cause coma and death within minutes. Two common causes of fatal or near-fatal CO poisoning are misuse or malfunction of heating devices and motor vehicle exhaust. Between 1979 and 1988, unintentional deaths due to car- bon monoxide were almost three times higher for males than for females. Race-specific death rates were more than 20% higher for African Americans than for whites (Journal of the American Medical Assoc., 266:5,1991). Lead. Lead poisoning in children causes impaired physi- cal and mental development, including learning disabili- ties and reduced attention spans. The main source of lead poisoning is the ingestion of deteriorating lead-based paint in older housing. Lead dust that is inhaled poses an additional danger, as it is almost completely absorbed into the lungs. A blood lead level of 10 mg/dL (micrograms of lead per deciliter of blood) is the level above which some action should be taken. Phase 2 of the Third National Health and Nutrition Examination Survey (NHANES III), conducted from 1991 to 1994, found that blood lead lev- els for Americans have declined dramatically, with about one in 23 children in the US having blood lead levels greater than the current action level. However, blood lead levels remain higher among children in low-income fami- lies. Many inner city buildings and low-income housing units contain deteriorating lead-based paint. These build- ings often contain lead in the drinking water from pipes and fixtures, and lead in soils. More than one in five African American children living in older homes have ele- vated blood lead lexels (NHANES III). Recommended Actions Q Encourage parents to test for lead exposure in all children in the primary grades and younger. Q Encourage community members to test their homes and schools for radon, and contact their state radon office if high radon levels are found. Q Encourage parents to restrict smoking inside their homes, especially if their children are asthmatics. Q Reduce potential asthma triggers in your home if family members are asthmatics. Q Educate yourself and others about CO poisoning. U Encourage schools to implement EPA's IAQ Tools for Schools Action Kit to remediate as well as pre- vent potential IAQ problems. Consider Children Environmental justice means that all people should have an opportunity to live in a healthy environment- including children. Intergenerational equity means "that younger or older generations, or future generations, should not bear greater environmental burden" (EPA). EPA's Environmental Health Threats to Children report (1996) recognizes that children are particularly at risk from environmental health hazards in three ways: Children are more susceptible to environmental threats. Their bodies are experiencing rapid changes in growth and development. Their immune systems are also developing, and they may be less able than healthy adults to recover rapidly from illnesses and stressors. Children are more exposed to environmental threats. They eat proportionately more food, drink more fluids, breathe more air, and play outside more than adults. This means that children may breathe in or ingest more pollu- tants per pound of body weight. For example, children absorb and retain a larger percentage of ingested lead than adults, which increases the toxic effects of the lead (Journal of Pediatric Health Care, 2:1, 1988). Children are exposed to different environmental haz- ards. Children are least able to protect themselves,, and their natural curiosity and tendency to explore leaves them open to health risks adults can more easily avoid. When children crawl on the ground or floor, or play out- side, they are more exposed to potentially contaminated dust and soil, lead paint, household chemicals, and other hazardous substances. ------- Working With Communities As you reach out to your school or community, there are severaf things that you should do: « Learn more about the health issues of concern. An understanding of the possible environmental health risks in the school or community is a first step to action. Contacting the local health department and environ-. ' mental organizations in the community, and the appro- priate informational hotlines provides a better.under-- standing of local environmental health issues. • Learn about the school or community. Familiarize yourself with the members of the, school or community. An understanding of. the diversity of the community will help determine how to solve potential problems Getting a sense of what community members' priorities are will help you assess what needs to be done and how to approach the school, or community. • Identify the respected leaders in the community. Work with the'respected leaders in "the community to better understand, the history and needs of the com- • munity. Experienced leaders can share insight into effective community outreach. • identify and work with communication channels. Build a strong line of communication within the school or community to raise awareness about potential envi- ronmental health risks. Effective lines of communica- tion increase participation and can ease fears and mis- conceptions. - - - • Make meetings accessible. Increasing community participation requires scheduling meetings and events at convenient times and in places that are perceived as - safe and welcoming to all community members. When appropriate, make sure that bilingual services and pub- lications are available. • Involve children. Children are often the most at risk ,--. from environmental, health hazards. It is important to include children in your efforts not only because their health is so important, but also because it can be an . effective way to reach adults. • Work with established grassroots coalitions. . Identify .organizations, leaders, and community mem- • bers who are working on environmental health issues; Working in a coalition is an effective way to maximize .materials, personnel, informational, and financial resources to address a wide range of environmental health issues. , • Identify potential resources. If there are environ- - mental health risks facing the school or community, it is helpful to find financial and materials support for your. efforts.. Support can be found through public and pri- vate grants. In some cases, it may be helpful to work with local housing agencies.and health clinics. TERMS COMMONLY USED BY THE FEDERAL GOVERNMENT Environmental Justice: The fair treatment and meaningful involvement of all people regardless of race, color, national ori- gin, or income with respect to the development, implementa- tion, and enforcement of environmental laws, regulations, and policies. Fair treatment means that no racial, ethnic, or socioe- conomic group should bear a disproportionate share of the negative environmental, consequences resulting from industri- al, municipal, and commercial operations, and from the execu- tion of federal, state, local, and tribal programs and policies. Affected Communities: Individuals or groups of individuals who are subject to an actual or potential health, economic, or environmental threat'arising from, or which arose from, pollu- tion sources or proposed polluting sources.: For example, affected parties include individuals who live near pollution sources and whose health is or may be endangered or whose economic interest is directly threatened or harmed. . Low-Income Community: A population that is classified by the ,U.S. Bureau of the Census .as having an aggregated mean income (for a family of four) of $13,359 per year, adjusted for by the cost-of-living index-of the locality, and whose income level is at the lowest 25% of the total population of a defined area or jurisdiction. -• People of Color Community: A population that is classified by the U.S. Bureau of the Census as African American,' Hispanic American, Asian and Pacific American, American Indian, Eskimo, Aleut aod other non-white persons, whose; composition is at least'25% of the total population of a defined . area or jurisdiction. " ,, . Tribe: All federally recognized American Indian tribes (includ- ing Alaskan Native Villages), pueblos, and ranchers. The term tribe refers to only federally recognized indigenous peoples. . 3 ------- To Learn More: /nc/uston of resources In this section does not constitute an endorsement from ttwNEAorNEAHIN. EPA ENVIRONMENTAL JUSTICE HOTLINE: For information on envi- ronmental justice, environmental jus- tics grant opportunities, how to obtain a listing of the EPA Regional Environmental Justice Coordinators, and/or for assistance in the resolution of environmental jus- tice Issues, contact 800/962-6215. EPA INDOOR AIR QUALITY INFORMATION CLEARINGHOUSE: For information about IAQ in homes and schools, to find out how to order the EPA IAQ Tools for Schools Action Kit, and for a listing of the EPA Regional IAQ and/or Radon Coordinators, contact 800/438-4318 or 202/484-1307 in Washington, D'.C. NATIONAL SAFETY COUNCIL RADON HOTLINE: For information on radon and how to obtain low-cost test kits, contact the hotline at 800/SOS-RADON (767-7236). NATIONAL SAFETY COUNCIL LEAD HOTLINE: For information on how to protect children and adults from lead poisoning, call the hotline at 800/LEAD-FYI (532-3394). NATIONAL HISPANIC INDOOR AIR QUALITY HOTLINE: For informa- tion in Spanish or English about IAQ in homes, answers to consumer questions about indoor air concerns, and options for radon testing and mit- igation,, contact the hotline at 800/SALUD-1-2 (725-8312) or 202/265-8863 in Washington, D.C. This brochure has been funded wholly by the United States Environmental Protection Agency under assistance agreement CX S->4279-01-0 to the National Education Association Health Information Network. The contents of this document do not nec- essarily "reflect the views and policies of the Environmental Protection Agency, nor does mention of trade names or commercial products constitute endorsement or recommendation for use. NMnONM.OQUCMnCMAMOCUaiCN HCAUTM INFORMATION NETWORK 1201 16th Street, NW Suite 521 Washington, DC 20036 (202) 822-7570 (202) 822-7775 (fax) NEAHIN1 ©AOLCOM http://www.nea.org/hin ------- |