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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).
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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.
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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.
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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.
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