Sensible Steps to
Healthier School
Environments
Cost-effective, affordable
measures to protect the
health of students and staff.
V
^> -
r
United States
Environmental Prote
Agency
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Contents
Common Issues
Asbestos
Asthma and Asthma Triggers
Buses and Vehicle Idling
Carbon Monoxide
Chemical Management
Drinking Water
Educational, Art and Science Supplies.
Extreme Heat Events
Indoor Air Quality/Ventilation
Mercury
Mold and Moisture Control
PCBs in Caulk and Fluorescent Light Ballasts
Pesticides and Pest Management
Radon
UV Radiation
Conserving Resources
Energy Efficiency
Waste Reduction
Facility Assessment
Quick Assessment
Resources
Top Ten Ways to Make Your School Healthier
Additional Online Resources
. Foldout
Foldout
.Back Cover
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Kids Learn Best in
Healthy Environments
A pproximately 53 million children
/% and 6 million adults in the U.S.
/ % spend a significant portion of their
.A. i^^days in more than 120,000 public
and private school buildings. Many of these
buildings are old, in poor condition, and may
contain environmental conditions that pose
increased risks to the health of children and
staff. Reducing exposures to environmental
hazards in schools can help children's
health. Healthier school environments
enable children to learn and produce more
in the classroom which can improve their
performance and achievements later in life.
This brochure is designed to address some
of the most common areas of environmental
health concerns found in schools. It also
provides one-stop access to learn some facts
about these issues and the many existing low
cost or no cost, affordable measures, programs
and resources available to help prevent,
reduce and resolve each of the highlighted
environmental hazards. By completing the
voluntary Quick Assessment activity provided
near the end of this brochure, schools can
determine which areas and programs will
require more detailed attention. Additionally,
by implementing the waste reduction and
energy efficiency actions highlighted, schools
can conserve valuable, financial resources.
Energy efficiency is a powerful tool that can
drastically cut short- and long-term operating
costs. At least a ten percent energy savings
can occur by implementing little to no-cost
minimal actions and energy management
practices. School districts can often leverage
the opportunity created by energy efficiency
upgrades to put in place building upgrades
and practices that enhance the health and
quality of students' learning environments.
Some examples would include improved
ventilation systems, moisture control,
integrated pest management practices, and
removal of PCB-containing lighting ballasts
and building materials from school facilities.
Another valuable cost savings tool for schools
is waste reduction. Reusing or recycling
materials can save schools money in the short
term and also encourage environmentally
conscious behavior among America's youth.
Simple tasks like composting food or yard
waste and reusing school supplies can help
conserve valuable funds.
Healthy School Environments
EPA's healthy school environments website is designed to provide a one-stop access to the many programs and resources
available to help prevent and resolve environmental issues in schools. To learn more about these programs and resources,
to www.epa.gov/schools.
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Asbestos
A sbestos is the name given to a
/% number of naturally occurring
/ % fibrous minerals with high tensile
^_ i^^strength, the ability to be woven,
and resistance to high heat and most
chemicals. Because of these properties,
asbestos has been used in a wide range
of manufactured goods, including roofing
shingles, ceiling and floor tiles, paper and
cement products, and textiles. Intact and
undisturbed asbestos-containing materials
generally do not pose a health risk. Materials
containing asbestos may become hazardous
and pose increased risk if they are damaged,
are disturbed in some manner, or deteriorate
over time and release asbestos fibers
into building air. Exposure to asbestos is
known to cause asbestosis, lung cancer and
mesothelioma. Other cancers, primarily of the
digestive tract are also possible.
EPA's asbestos program for schools,
mandated by the Asbestos Hazard Emergency
Response Act (AHERA), and its regulations
for schools and other buildings is founded
on the principle of "in-place" management
of asbestos-containing material (ACM). This
approach is designed to prevent asbestos
exposure by teaching people to recognize
ACM and actively monitor and, where
necessary, manage them without removal.
Removal of ACM is not usually necessary
unless the material is severely damaged or
will be disturbed by a building demolition or
renovation project.
AHERA requires local education agencies to
inspect their schools for asbestos-containing
building material and prepare management
plans to prevent or reduce asbestos hazards.
Public school districts and non-profit
private schools (collectively called local
education agencies) are subject to AHERAs
requirements.
ASBESTOS
CANCER AND LUNG DISEASE HAZARD
AUTHORIZED PERSONNEL ONLY
Steps to Reduce Exposure to Asbestos:
Make the school management plan
available to all interested parties so they
can learn where all identified ACM is
located and how it is being monitored.
Ensure all building operations and
maintenance staff review the management
plan to better understand how to minimize
potential disturbance to ACM.
To prevent exposures to asbestos, do not
cut, scrape, gouge, drill or physically
disturb ACM in any way. Additionally, do
not sand grind, saw or abrade ACM in any
way.
Report any concerns about damage or
deterioration of ACM immediately to the
building administrator.
Learn more at:
www.epa.gov/asbestos/pubs/asbestos_in_schools.html
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Asthma and
Asthma Triggers
A sthma is a disease that affects the
/% lungs and makes it hard for people
/ % to breathe. Asthma is a chronic
^L A^ondition and a leading cause of
school absenteeism, accounting for more than
10.5 million missed school days per year.
On average, one out of every ten school-age
children has asthma.
Asthma attacks in schools can be triggered
by animal allergens, pest allergens, mold and
moisture, dust mites, chemical odors, and,
outdoor air pollutants like ozone and particle
pollution, or school bus diesel exhaust.
Clutter in classrooms harbors dust. Fabric
covered objects such as stuffed animals
and pillows are breeding grounds for
dust mites. Both dust and dust mites can
exacerbate asthma.
Steps a School Can Take to Reduce
Exposures to Asthma Triggers:
Avoid having birds or furry animals such
as mice, rabbits or guinea pigs as classroom
pets. Fish would make good classroom pets.
Switch to using environmentally friendly
cleaning chemicals as much as possible.
These products are less likely to have
harsh chemical odors that can exacerbate
asthma symptoms. Further, always use
"wet" dusting techniques wherever possible
when cleaning.
Keep classrooms adequately ventilated,
free of clutter, dust regularly and
frequently wash items that attract dust.
Ensure that your school has an Integrated
Pest Management program that will reduce
exposures to pesticides while reducing
asthma triggers.
Learn more at:
www.epa.gov/asthma/index.html
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Buses and
Vehicle Idling
Recent EPA emission standards will
result in significant reductions in
vehicle emissions over the next 15
years. School buses are the safest way
for children to get to school. Twenty-five million
American children ride school buses daily and
on average, these students spend an hour and a
half each day in a school bus. Additionally, school
buses travel more than 4 billion miles each year.
Buses:
Air pollution from older diesel vehicles and
school buses has health implications for
everyone, especially children. Children are
more susceptible to air pollution because
their respiratory systems are still developing
and they have a faster breathing rate. In
addition to producing a number of hazardous
pollutants, diesel exhaust contains significant
levels of particulate matter that can deposit
into the lungs and can cause lung damage
and aggravate respiratory conditions such as
asthma.
Vehicle Idling:
Idling vehicles contribute to air pollution
and emit air toxins, which are pollutants
known or suspected to cause cancer or other
serious health effects. This is yet another
important issue that affects children's health
at school when parents idle their vehicles
during student drop-off and pick-up. Exhaust
produced by idling vehicles can be pulled
into a school through the air intakes of
the building's heating, ventilating and air
conditioning (HVAC) system where it can
accumulate and cause serious health issues for
staff and students.
In addition to other environmental benefits,
reducing vehicle idling has a number of
financial benefits: reduced fuel costs, energy
costs and unnecessary engine wear.
Steps to Reduce Vehicle Exhaust at Schools:
Encourage policies to eliminate
unnecessary school bus idling.
Upgrade or "retrofit" buses and replace
older vehicles with newer, more efficient
models (please see http://www.epa.gov/
cleanschoolbus).
Establish anti-idling zones for all vehicles
at the school (school buses, delivery trucks
and parents).
Locate passenger pickup and drop off areas
away from a school's air intake supply and
classroom windows.
Learn more at:
www.epa.gov/iaq/schools/tfs/guidei.html
www.epa.gov/region8/air/idlefreeschools.html
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Carbon Monoxide
Carbon monoxide (CO) is a colorless,
odorless gas. It results from
incomplete oxidation of carbon in
combustion processes. Common
sources of CO in schools are improperly
vented furnaces, malfunctioning gas ranges,
and exhaust fumes that have been drawn
back into the building. Worn or poorly
maintained combustion devices (e.g., boilers,
furnaces), or a flue that is improperly sized,
blocked, disconnected, or leaking, can be
significant sources. Auto, truck, or bus
exhaust from attached garages, nearby roads,
or idling vehicles in parking areas can also be
sources.
Exposure to concentrated levels of CO may
result in a variety of flu-like symptoms
such as dizziness, fatigue, headaches,
disorientation and nausea. High levels of
exposure can result in loss of consciousness
and death.
Combustion equipment must be maintained
to assure that there are no blockages, and
air and fuel mixtures must be properly
adjusted to ensure more complete combustion.
Vehicular use should be carefully managed
adjacent to buildings and in vocational
programs. Additional ventilation
can be used as a temporary
measure when high levels of
CO are expected for short
periods of time.
III
Steps to Prevent Carbon
Monoxide Exposures:
Annually inventory and inspect all
gas burning appliances such as stoves,
furnaces and water heaters to ensure they
are properly operating and vented to the
outside.
Install carbon monoxide alarms in the
school near appliances that burn natural
gas, oil, wood or gas.
Never let school buses or other vehicles
idle directly outside of the school,
particularly in places where air can get
indoors such as air handling intakes,
windows or exit doors.
Learn more at:
www.epa.gov/iaq/schools/tf s/guidee.html#Carbon%20
Monoxide
i
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Chemical Management
From elementary school maintenance
closets to high school chemistry labs,
schools use a variety of chemicals.
When they are mismanaged,
chemicals can put students and school
personnel at risk from spills, fires, and other
accidental exposures. Common hazardous
chemicals include corrosive acids, bases,
oxidizers, compressed gases and flammable
solvents.
Chemical accidents impact children's safety,
can cost thousands of dollars to clean up,
disrupt school schedules and could even
temporarily close schools. Toxic chemicals
can cause serious health effects, including
cancer; brain and nervous system disorders:
organ damage (i.e., liver, kidneys, and lungs):
irritation of the eyes, skin nose and throat:
and asthma attacks.
A proper chemical management program
ensures that all schools are free from hazards
associated with mismanaged chemicals.
Chemicals may be considered mismanaged
when they are:
In poor condition or expired
Overabundant
Not needed or used
Not properly labeled or unknown
Unsecured
Stored near food
Stored in inappropriate, leaking,
corroded or cracked containers
Stored with incompatible chemicals
Stored on unstable/incompatible
shelves or cabinets
Responsible chemical management programs
start with development and implementation
of a safe chemical management plan that
reduces the risk of chemical exposures
and accidents in schools. Proper chemical
management includes: a strong inventory
control process, assessment of chemicals
for risk and benefit, prohibiting the use of
unauthorized chemicals, proper hazardous
chemicals cleanout and disposal, appropriate
safety measures, personal protective
equipment and eyewash/emergency shower
stations. Every chemical used in a school
must have an accompanying Material Safety
Data Sheet (MSDS) that describes chemical
properties, potential hazards, storage,
disposal, protective equipment and spill
handling procedures.
Steps to Improve Chemical
Management Include:
Conduct annual chemical inventories
and prohibit any unauthorized, toxic or
hazardous chemicals from being brought
into the school.
Store toxic or hazardous chemicals in
appropriate containers, separated by
hazard category in a ventilated, fire
resistant, and locked area or cabinet.
Label containers with the name of the
material, date it entered the school, and
ensure that an MSDS for each product
is in a binder readily displayed near the
chemical storage area.
Conduct regular cleanouts of chemicals
that are unnecessary, outdated, and pose a
health, safety or environmental risk.
Ensure proper training of staff involved
with chemical management and training
of students before using toxic or hazardous
chemicals.
Learn more at:
www.epa.gov/wastes/partnerships/sc3/
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Drinking Water
Clean drinking water is necessary for
good health. Harmful chemicals and
micro-organisms in school drinking
water can pose a threat to the health
of students and staff. Although the majority
of schools receive drinking water from
public water supplies, EPA estimates that
approximately 10,000 schools and child care
facilities maintain their own water supply
and are regulated under the Safe Drinking
Water Act (SDWA).
While the vast majority of public drinking
water systems are safe and dependable,
drinking water pipes, taps, solder and other
plumbing components may contain lead. Lead
in plumbing components may leach into water
and pose a health risk when consumed. Some
drinking fountains have been shown to have
high levels of lead leaching from their interior
components.
Exposure to lead is a significant health
concern, especially for young children and
infants whose growing bodies absorb more
lead than the average adult. Testing water in
schools and child care facilities is important
because children will likely be drinking water
in school.
Water from public water supply systems is
regularly tested to ensure it meets federal
and state drinking water standards. School
administrators of on-site well water systems
are responsible for making sure the water
is safe. This includes protecting the source
from contamination, regularly testing and
reporting monitoring results, and maintaining
the distribution system.
Steps to Ensure Safe Drinking Water:
Comply with state and federal drinking
water standards if your school receives
its drinking water from your own
water source. Determine your sampling
requirements and test your water as
required.
Never dispose of hazardous substances
by flushing them down toilets or dumping
them into storm drains.
Maintain and sanitize water fountains and
faucet screens/aerators regularly.
Learn more at:
http://water.epa.gov/infrastructure/drinkingwater/schools/
index.cfm
http://epa.gov/safewater/lead
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Educational, Art
and Science Supplies
Common K-12 classroom supplies
and those used in art, science labs,
and vocational/technical education
instruction, are an important part
of the educational process. These supplies
could include glues, cleaners, glazes, paints,
solvents, and other materials helpful
to classroom instruction. Many of these
materials are formulated with hazardous
ingredients which can be harmful or toxic
to children when used improperly or by an
inappropriate age group.
Dangerous metals such as lead, volatile
organic compounds, dust and fibers are
commonly found in the art materials and
supplies in ordinary classrooms. Ingestion
and skin absorption can occur when
handling these materials as well as many
other hazardous products. In fact, it is not
uncommon for students to consciously "sniff
and smell the odors associated with contact
cement, glues, paint thinners, correction
fluids and solvents.
Simple preventive measures can greatly
reduce harmful exposures to students. Careful
purchase and selection of art materials,
dedicated adult supervision, and the proper
use of the product with the appropriate age
group are all simple actions that should be
implemented. For added security, always
lock up chemicals when they
are not in use. The U.S.
Consumer Product Safety
Commission recommends
that when buying art
materials, school supplies
and toys you should only
purchase those products
that are labeled "Conforms
to the American Society
for Testing and Materials
(ASTM) D4236."
Steps to Reduce Exposure to Hazards
Associated With Educational, Art
and Science Supplies:
Check whether your supplies are listed
as toxic or nontoxic (should be labeled
accordingly by the Art and Creative
Materials Institute (ACMI)).
Read and follow directions on labels
regarding fumes or ventilation.
Ensure you have read and have available
the Material Safety Data Sheets (MSDS)
for all products being used in the
classroom.
Provide ample fresh air and ventilation.
Do not allow eating or drinking around
hazardous chemicals.
Properly store and dispose of all products
according to label instructions.
Wash hands often when using toxic or
hazardous chemicals.
Learn more at:
www.epa.gov/iaq/schools/pdfs/kit/checklists/
teacherchklstbkgd.pdf
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Extreme Heat Events
Extreme heat events, or heat waves,
are denned by weather that is
substantially hotter and/or more
humid than average for a location at
that time of year. These conditions stress the
body's ability to maintain an ideal internal
temperature, which can lead to a range of
adverse health effects. School districts should
consider starting the school year later in the
season to avoid the heat of the summer.
Children need to take extra precautions on
days of extreme heat. Dehydration, heat
stroke, and other heat illnesses may affect a
child more severely than the average adult
because:
Children have a smaller body mass to
surface area ratio than adults, making
them more vulnerable to the heat.
Children are more likely to become
dehydrated than adults because they can
lose fluid more quickly.
Children play outside more than adults,
and they may be at greater risk of heat
stroke and exhaustion because they may
lack the judgment to limit exertion during
hot weather and to rehydrate themselves.
Hot weather can also affect ozone levels and
other types of air quality. The Air Quality
Index (AQI) is a guide for reporting daily air
quality. The EPA Flag Program uses colored
flags based on the AQI to teach coaches,
students and others about outdoor air quality
conditions. Schools raise a colored flag each
day that corresponds to their local air quality
forecast. To check for air quality conditions in
your area, go to: http://airnow.gov.
Steps to Protect Children from Extreme Heat:
Limit outdoor activity and organized
athletic events to morning hours when
possible.
Encourage students to drink more fluids.
Advise students to wear lightweight, light-
colored, loose-fitting clothing.
Limit physical exertion outdoors during
days with high heat or unhealthy air
conditions.
Plant more trees and vegetation (low
pollination varieties) on school grounds.
Participate in the EPA's colored flag
program to clearly communicate the daily
AQI to students, staff and others.
Learn more at:
www.epa.gov/heatisland/about/heatguidebook.html
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Indoor Air Quality/
Ventilation
Poor indoor air quality (IAQ) can
impact the comfort and health of
students and staff which can affect
concentration, attendance and
student performance. Additionally, if schools
fail to respond promptly to poor IAQ, students
and staff are at an increased risk of short-
term health problems.
Inadequate IAQ can result in health
concerns such as fatigue, nausea, coughing.
eye irritation, headaches, asthma episodes,
allergic reactions, and in rare cases, life
threatening conditions such as severe asthma
attacks. Many perceived IAQ problems,
however, are often comfort problems, such as
temperature, humidity or air movement in a
space being too low or too high.
Proper ventilation with outdoor air is a key
component for good indoor air quality in
schools and classrooms. In many cases, indoor
air may, potentially, be two to five times more
polluted than outdoor air.While at times
challenging due to the high occupant densities
of schools and classrooms, it is important that
building designers incorporate ventilation
systems that provide adequate outdoor
ventilation air complying with the American
Society of Heating, Refrigerating and Air
Conditioning Engineers' standard, (ASHRAE)
62.1-2010 or local codes.
Factors that contribute to poor IAQ in schools
may originate from inadequate heating,
ventilation and air conditioning (HVAC)
design. Some may be solely in the control
of facilities management, such as proper
maintenance of the HVAC system and the
amount of outside air being mechanically
brought into the building. The cleanliness
and general housekeeping of a school building
is a shared responsibility and requires the
cooperation of facility management as well as
the staff who work in the building. Many of
the topics discussed in this brochure, such as
pesticides, idling, and chemical management
are all factors that influence a facility's
IAQ. The goal of an Indoor Air Quality
Management Program is to prevent the
occurrence of IAQ problems and to respond
quickly to issues before they become serious
health matters.
Steps to Improve IAQ and Ventilation:
Please ensure the school ventilation
system is operating as designed.
Implement a proactive IAQ management
program such as the Indoor Air Quality
(IAQ) Tools for Schools program
highlighted in website below.
Develop and implement a tobacco-free
campus policy.
Establish and implement a regular
schedule for maintaining unit ventilators,
replacing air filters, cleaning supply air
diflusers, return registers and outside air
intakes and commission the HVAC system
a minimum of once every 5 years.
Ensure condensate pans are clean,
unobstructed, and drain properly.
Keep unit ventilators clear of books,
papers and other items that can obstruct
air flow.
Learn more at:
www.epa.gov/iaq/schools/actionkit.html
www.epa.gov/iaq/schools/facilities.html
10
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Lead
Lead is a highly toxic metal that
can have adverse health effects for
both children and adults. The most
common source of lead is from paint
in buildings built before 1978. Lead dust comes
from disturbing lead paint during renovations,
deteriorating lead paint and lead-contaminated
soil that gets tracked into a school.
Children under 6 years of age are at particular
risk of lead poisoning because their bodies are
still developing. Furthermore, they frequently
place their hands, toys, and other objects
that could have dust from lead paint in their
mouths. Some playground equipment and
toys may contain lead or lead paint. Toys can
pick up lead from contaminated soil or dust.
Exposure to lead can result in lower IQ scores
in children and has been associated with
headaches, slowed growth, hearing problems,
brain damage, nervous system disorders and
behavior and attention problems.
If a school building was built before 1978,
there is a good chance that it contains lead
paint. EPA's Renovation, Repair and Painting
Rule (RRP) is directed to child occupied
facilities (COF) built before 1978 and applies
to buildings where there are children under 6
years of age. Get your pre-1978 COFs tested
for lead paint by a certified inspector or risk
assessor. The RRP Rule applies only in areas
that have not been tested for lead paint or are
shown to contain lead paint after testing.
RRP Rule Requirements:
Renovators must provide building owners
and occupants pre-renovation notification.
Firms/contractors and school staff
performing renovations that disturb paint
must be appropriately certified.
Renovators must be trained and certified.
Workers must receive on-the-job training
from a certified Renovator.
Lead-safe work practices must be followed
and documented.
Steps to Reduce Lead Exposures:
Interior painted areasExamine walls
and interior surfaces to see if the paint is
cracking, chipping, or peeling, and check
for areas on doors or windows where
painted surfaces rub together.
Exterior painted areasCheck exterior
paint for flaking and ensure it is not
contaminating nearby soil where children
may play.
Check large outdoor structures for peeling
or flaking paint that could contaminate the
soil around play areas.
Have staff ensure that children wash their
hands thoroughly after playing outside
and before eating.
Learn more at:
www.epa.gov/lead
www.LeadFreeKids.org
11
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Mercury
Mercury is commonly found in
schools. Elemental mercury
is found in thermometers,
barometers, switches,
thermostats, and glass vials. Mercury
salts are found in laboratory compounds in
chemistry and science laboratories. Compact
Fluorescent Lamps (CFLs) also contain
mercury.
Mercury spills at schools are often caused by
improper storage and mishandling of these
items. Mercury is more likely than other lab
chemicals to be misused, spilled and spread
throughout schools. These types of exposures
can occur when elemental mercury is spilled
or when products that contain elemental
mercury break and expose mercury to the
air, particularly in warm or poorly-ventilated
indoor spaces.
Mercury is a neurotoxic substance that can
produce a wide range of health effects in
children depending on the amount and timing
of exposure. Elemental (metallic) mercury
primarily causes health effects when it is
inhaled as a vapor and absorbed into the
lungs.
Cleaning up mercury spills in schools can be
costly and cause widespread environmental
contamination since it can
easily be tracked through
a building and to other
buildings, vehicles, and
personal property (e.g.
clothes, backpacks,
toys). Whenever
possible, items
containing elemental
mercury should be
replaced in schools
with alternatives
such as digital
thermometers.
Steps to Prevent Mercury Exposure:
Conduct an inventory of all chemicals
and locate all mercury equipment and
compounds.
Contact a professional to collect and
properly dispose of all mercury equipment
and compounds.
In the event of a spill, have everyone leave
the area, open windows, turn down the
temperature and contact local or state
health or environmental agencies and go to:
www.epa.gov/hg/spills/index.htm
Create and distribute a mercury spill
response plan, www.epa.gov/region7/mercury/
educator_toolkit.htm
Spillsthe size of a single thermometer or
CFLcan be cleaned by school personnel
after opening a window and ventilating the
area. To learn proper cleanup and disposal
procedures, go to
www.epa.gov/hg/spills/index.htmtfthermometerand
www.epa.gov/cfl/cflcleanup.html
Never use a vacuum cleaner to clean
up mercury. The vacuum will put more
mercury into the air and increase exposure.
Never use a broom to clean up mercury.
It will break the mercury into smaller
droplets, spread them, and contaminate the
broom.
Never wash clothing or other items that
have come in direct contact with mercury
in a washing machine, because mercury
may contaminate the machine and/or
pollute the sewage system. Clothing that
has come into direct contact with mercury
should be discarded as directed by your
local health or fire department.
Learn more at:
www.epa.gov/hg/schools.htm
www.epa.gov/mercury
12
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Mold and
Moisture Control
Individual school districts have incurred
costs from $200,000 to as much as
$13 million for remediating mold and
mildew damage. Potential health
concerns are also an important reason to
prevent mold growth and to clean up existing
indoor mold growth.
All molds have the potential to cause health
effects that may include irritation of the
eyes, skin, nose, throat, and lungs of both
mold allergic and non-allergic people. Molds
can produce allergens that trigger allergic
reactions or even asthma attacks in people
allergic to mold. Others are known to produce
potent toxins and/or irritants. Molds can be
found almost anywhere; and they can grow
on virtually any organic substance, as long as
moisture and oxygen are present. There are
molds that can grow on wood, paper, carpet,
foods and insulation.
The presence of moisture within school and
building structures stimulates the growth
of molds and other biological contaminants.
The key to mold control is moisture control.
Moisture and uncontrolled humidity problems
may include roof leaks, landscaping or
gutters that direct water into or under the
school building, and unvented combustion
appliances. Additionally, moist school
facilities provide a nurturing environment
for mites, roaches and rodents which are
associated with asthma and other diseases.
Solve moisture and condensation problems
before they become mold problems.
Steps to Prevent Mold and Control Moisture:
Maintain indoor humidity levels below
60%, ideaUy between 30% and 50% when
possible.
Clean and dry any wet or damp spots
within 48 hours.
Fix leaky plumbing and roof leaks in the
school as soon as possible.
Check regularly for condensation and
wet spots.
Address sources of moisture problems as
soon as possible.
Scrub mold off hard surfaces with water
and detergent, and dry completely.
Learn more at:
www.epa.gov/mold
www.epa.gov/iaq/schools/pdfs/publications/
moldfactsheet.pdf
13
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PCBs in Caulk and
Fluorescent Light Ballasts
Poly chlorinated biphenyls (PCBs)
are a class of organic chemicals
that have been used in a variety of
commercial products. PCBs were
used in caulking, electronics, fluorescent light
ballasts and other building materials from
the 1950s to the late 1970s. Buildings built or
renovated during that time may contain PCBs
in caulking and other materials.
In 1979, the U.S. Environmental Protection
Agency (EPA) banned the commercial
production of PCBs, citing health and
environmental concerns. EPA has found that
PCB-containing caulk and PCB containing
lighting ballasts can be a significant source
of PCBs in school air. Health concerns
related to PCB exposure include, but are not
limited to, cancer, reproductive effects and
neurological effects.
Caulk is a flexible material used to seal gaps
and to make airtight or watertight windows,
door frames, masonry and joints in buildings
and other structures. EPA found old caulk in
schools that were constructed or renovated
between 1950 and 1979 may contain as
much as 30% PCBs and can emit PCBs into
the surrounding air. PCBs from caulk may
also contaminate adjacent materials such as
masonry or wood.
PCBs are also contained within some
fluorescent light ballast capacitors and
potting material manufactured prior to 1979.
PCB-containing fluorescent light ballasts that
are currently in use have either approached
or exceeded their designed life span, so they
should be properly removed from buildings to
prevent indoor air exposure. Sudden rupture
of light ballasts may pose health risks to
the occupants, and is difficult and costly
to remediate. Removal of PCB-containing
light fixtures, as part of lighting upgrades
or a stand-alone project, is an investment
that pays off with long-term benefits to
students, school staff, the community, and the
environment.
Steps to Minimize Exposure to PCBs:
Clean frequently, using a damp cloth or
mop to reduce dust.
Use HEPA vacuums.
Wash children's hands with soap and
water, particularly before eating, and wash
their toys often.
Consider getting a professional to test
the air and if elevated levels of PCBs
are found, schools should identify any
potential sources of PCBs, for example
by testing samples of caulk or looking
for other potential PCB sources (i.e. old
transformers, capacitors, or fluorescent
light baUasts).
What NOT to Do:
Do not attempt to remove PCB-containing
caulk or lighting ballasts by yourself. PCBs
should be removed by personnel wearing
protective equipment who should follow
procedures to minimize the spread of PCBs.
Do not sweep with dry brooms; minimize
the use of dusters because they spread
dust.
Learn more at:
http://epa.gov/pcbsincaulk/caulkschoolkit.htm
www.epa.gov/epawaste/hazard/tsd/pcbs/pubs/ballasts.htm
14
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Pesticides and
Pest Management
Pesticides need to be used carefully
and judiciously, especially when used
in sensitive areas where children are
present. Children are more sensitive
than adults to pesticides. In addition, young
children can have greater exposure to
pesticides from crawling, exploring, or other
hand-to-mouth activities.
Adverse effects of pesticide exposure range
from mild symptoms of dizziness and
nausea to serious, long-term neurological,
developmental and reproductive disorders.
EPA recommends that schools use an
Integrated Pest Management (IPM) approach
to reduce pesticide risk and exposure to
children and staff. Implementing IPM
practices in schools can reduce or minimize
economic and health related issues caused by
pests and pesticides.
All school occupants and employees play a
role in ensuring that a school's IPM program
is successful. Ask school administrators if an
established IPM program is being utilized in
your school. By working together, everyone
can have a role in creating an on-going safe
and healthy school environment.
Learn more at:
www.epa.gov/pesticides/ipm/schoolipm
ii\
Steps to Reduce Pesticides and
Manage Pests in your school:
The central features of an IPM program
are the implementation of exclusion and
sanitation practices that keep pests out.
Exclusion Practices:
Install high-density door sweeps on all
doors to keep mice, rats and roaches out.
Block open spaces around utility pipes
coming into the building with copper mesh
wire. Open spaces as small as % inch, or
about the height of a dime, will allow mice
and other pests into a building.
Install screens on all windows, particularly
if they are open during warm months.
Sanitation Practices:
Clean and mop floors in all food service
areas daily, including classrooms.
Use scalable containers or canisters to
provide secure storage for edible food items
and snacks.
Bag and completely close all garbage and
place in dumpsters outside of the school
building daily.
Bag and completely close all garbage and
place in dumpsters outside of the school
building daily.
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Radon
Radon is a radioactive, colorless, and
odorless gas that comes from the
natural (radioactive) breakdown
of uranium in soil, rock and water.
Radon gas can enter a building through
cracks and holes in the floor and become
trapped in indoor air. Radon can be found in
both old and new buildings and cannot be felt
when inhaled into your lungs.
Prolonged exposure to radon can result in
lung cancer. Higher radiation doses may
result in children due to their smaller bodies
and faster breathing rates compared to
adults. The EPA estimates that radon is
responsible for 21,000 lung cancer deaths
every year making radon the second leading
cause of lung cancer in the U.S., after
smoking.
Radon test kits cost $10-15 and can be
purchased from environmental laboratories,
local hardware stores and building supply
companies or through the National Radon
Hotline, (800) 767-7236.
Learn more at:
www.epa.gov/radon/index.html
www.sosradon.org
Steps to Reduce Radon Exposure:
Have authorized personnel test classrooms
and occupied rooms for radon, following
EPA and State protocols.
Install radon mitigation systems which,
are designed to reduce and remove radon
from indoor air if the classrooms testing
results show radon concentrations of
4 pCi/L or higher. For information on
reducing radon levels in schools go to:
www.epa.gov/radon/pubs/#schools
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UV Radiation
While short exposure to sunlight
is enjoyable and beneficial as an
important source of Vitamin D.
too much exposure to the sun can
be dangerous. Most people are not aware that
skin cancer, while largely preventable, is the
most common form of cancer in the United
States. In fact, more than 3.5 million new
cases of skin cancer are reported each year.
Overexposure to ultraviolet (UV) radiation
from the sun can result in painful sunburns.
It can also lead to more serious health
problems, including skin cancer, premature
aging of the skin, cataracts and other eye
damage, and immune system suppression.
Because they tend to play outside more
frequently for long periods of time and may
not have the benefit of sunscreen or shade,
children are particularly at risk. By following
some simple steps, children and staff can still
enjoy time in the sun and be protected from
overexposure to UV radiation.
Learn more at:
www.epa.gov/sunwise
Steps to Protect Students and Staff from
Overexposure to UV Radiation:
Take steps to prevent sunburns. Sunburns
significantly increase a person's lifetime
risk of developing skin cancer, especially
for children.
Wear protective clothing. A long-sleeved
shirt, a wide brimmed hat, and sunglasses
are strongly recommended.
Generously apply broad-spectrum
sunscreen with a minimum Sun Protection
Factor (SPF) of 30+ approximately 15
minutes prior to going outside. Sunscreen
should provide protection from both
ultraviolet A (UVA) and ultraviolet B
(UVB) rays. Reapply every two hours, even
on cloudy days, and after swimming or
sweating.
Designated school personnel should check
the UV index which is issued daily by EPA
and the National Weather Service. This
index provides important information to
help plan for outdoor activities in ways
that prevent sun overexposure.
Provide access to shade on school grounds
and remember that the sun's UV rays are
strongest between 10 a.m. and 4 p.m.
UV INDEX
Exposure Category
Low
Moderate
High
Very High
Extreme
UV Index Range
2 or less
3 to 5
6 to 8
StolO
11 +
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Energy Efficiency
The nation's 17,450 K-12 school
districts spend more than $8 billion
annually on energy more than is
spent on computers and textbooks
combined. As much as 30 percent of a
district's total energy is used inefficiently or
unnecessarily.
By being more energy efficient, schools
can save money and prevent greenhouse
gas emissions. School districts can use the
savings from improved energy performance
to help pay for building improvements and
other upgrades that enhance the learning
environment.
Learn more at:
www.energystar.gov/k-12
ENERGY STAR
Energy Efficiency Opportunities for Schools:
Low-Cost Measures:
Use EPA's measurement and tracking
tool, Portfolio Manager, to assess energy
performance. Go to: www.energystar.gov/index.
cfm?=evaluate_performance.bus_portfoliomanager
Turn off lights when not in use or when
natural daylight can be used.
Set back the thermostat in the evening
and at other times when the building is
unoccupied.
Perform monthly maintenance of heating
and cooling equipment to ensure efficient
operation throughout the year.
Educate students and staff about how their
behaviors affect energy use. Some schools
have created student energy patrols to
monitor and inform others when energy is
wasted.
Use Energy Star's Commercial Building
Design Resource, Target Finder, to set
energy targets and integrate efficiency goals
into the design of new properties.
Go to: www.energystar.gov/index.cfm?c=new_bltlg_
design.bus_target_finder
Cost-Effective Investments:
Install energy-efficient lighting systems and
controls which will improve light quality,
and reduce heat gain. Installing new
energy-efficient lighting systems will also
serve to remove any potentially harmful
PCB-containing light ballasts.
Upgrade and maintain heating and cooling
equipment.
Use a performance-based contract to
guarantee energy savings from upgrades.
Work with an energy services provider
to help manage and improve energy
performance.
Purchase energy-efficient products like
ENERGY STAR qualified office equipment.
Install window films and add insulation or
reflective roof coating.
18
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Waste Reduction
A mericans generate millions of
tons of trash in our homes and
/ % communities. Every day, the
^. i^^average individual living in the
United States produces approximately 4.5
pounds of trash. While many people already
recycle products at home, schools can also
control their waste by reducing, reusing and
recycling it. Waste reduction opportunities
exist everywhere.
Products that can be reused and recycled
are countless and include everything from
food scraps, yard and grounds wastes, paper.
clothing, school supplies, sports equipment,
and electronics. Items commonly recycled,
and found in virtually any school, are paper,
aluminum, glass, steel, cardboard, and yard
waste. Food scraps or yard waste can be
composted instead of being thrown out and
then be used to improve the soil and support
school landscaping or gardens. Many waste
reduction efforts save money, energy, and
natural resources, while teaching children
and young adults how solid waste affects their
lives and their environment.
Schools have a tremendous opportunity
to implement waste reduction programs
that can include pre-post waste reduction
audits, incorporate waste tracking activities
into the science curriculum, and promote
programs that reduce waste. Engage school-
related groups including science classes,
environmental clubs, and parent-teacher
organizations. These groups can often
educate the whole community about
the benefits of waste reduction and
encourage everyone to make waste
reduction a part of their everyday
life. Increasing the flow of reusable
and recyclable materials can even
generate extra funds for school
departments and groups.
Waste reduction can be further minimized
by using Waste Wise, a free EPA program
through which organizations eliminate costly
municipal solid waste.
To address electronic waste, refer to the
resources available from the State Electronics
Challenge.
Steps to Reduce Waste:
Reduce waste through recycling,
reusing or buying recycled products.
Visit EPA's What Can You Do webpage for
simple tips on how to make a difference in
the environment whether at home, school,
work, or on the go. www.epa.gov/wastes/wycd/
index.htm
Purchase more environmentally friendly
electronic and paper products.
Manage obsolete electronics in an
environmentally safe way.
Purchase less food to save money and
reduce waste.
Learn more at:
www.epa.gov/epawaste/conserve/smm/wastewise/
index.htm
www.stateelectronicschallenge.net/
http://epa.gov/wastes/education/pdfs/school.pdf
19
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Quick Assessment
Please use this voluntary assessment foldout to help you reduce and prevent exposures to common
environmental health hazards in your school. Each topic area covered below has low or no-cost steps which
can be taken to improve your students' environmental health. This tool also highlights waste reduction
and energy efficiency strategies to help conserve valuable, financial resources.
Asbestos
Does the school have a readily available asbestos management plan?
OYes ONo ON/A
Have all building operations and maintenance staff reviewed the
asbestos management plan and understand how to minimize
potential disturbance to ACM?
OYes ONo ON/A
Asthma and Asthma Triggers
Are there policies that discourage the use of birds or furry animals
such as mice, guinea pigs, and rabbits as pets in the school's
classrooms?
OYes ONo ON/A
Is the school's cleaning staff encouraged to use environmentally
friendly cleaning products and "wet" dusting techniques whenever
possible?
OYes ONo ON/A
Are classrooms free of clutter? Are they dusted regularly? Are stuffed
animals and pillows washed frequently?
OYes ONo ON/A
Buses and Vehicle Idling
Have anti-idling policies been developed and implemented for buses
that serve the school?
OYes ONo ON/A
Have anti-idling zones been established for all vehicles at the schools
(school buses, delivery trucks and parent's cars)?
OYes ONo ON/A
Are all passenger pickup/drop off areas located away from school's
air intake supply, classroom windows and exit doors?
OYes ONo ON/A
Carbon Monoxide (CO)
Does the school's maintenance staff inspect and document the
condition and findings for all gas burning appliances, furnaces and
water heaters yearly to ensure they are properly operating?
OYes ONo ON/A
20
Have CO detectors been installed in the school near appliances that
burn natural gas, oil, wood or gas?
OYes ONo ON/A
Chemical Management
Does the school conduct a yearly inventory of all chemicals present?
OYes ONo ON/A
Does the school have a policy that prohibits any unauthorized toxic or
hazardous chemicals from being brought into the school?
OYes ONo ON/A
Are all chemicals properly labeled, stored in original containers,
dated as to when they entered the school, and have accompanying
MSDS information on site?
OYes ONo ON/A
Are all toxic or hazardous chemicals stored in appropriate containers,
separated by hazard category, in a ventilated, fire resistant, and
locked area or cabinet?
OYes ONo ON/A
Does the school conduct cleanouts of all chemicals that are
unnecessary, outdated and posing a health risk on a regular basis?
OYes ONo ON/A
Does the school ensure proper training of staff involved with chemical
management? Are students properly trained before handling toxic or
hazardous chemicals?
OYes ONo ON/A
Drinking Water
If your school receives its drinking water from your own source, you
are required to comply with a series of regulations under the Safe
Drinking Water Act. Is the water tested according to regulations and
the results documented?
OYes ONo ON/A
Are water faucets, fountain screens and aerators regularly cleaned
and sanitized?
OYes ONo ON/A
Does the school have policies and procedures in place to prevent the
disposal of hazardous substances down the toilets and/or dumping
into storm drains?
OYes ONo ON/A
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Educational, Art & Science Supplies
Does your school have a policy to ensure that art materials, school
supplies and toys purchased are labeled "Conforms to ASTM D4236"?
OYes ONo ON/A
Do school policies encourage minimizing exposure to hazardous
materials by substituting less- or nonhazardous materials where
possible for classroom activities; prohibiting food consumption
around hazardous chemicals; and, washing hands often?
OYes ONo ON/A
Is the school staff reminded to follow the precautionary
recommendations listed on the labels?
OYes ONo ON/A
Does the school have updated Material Safety Data Sheets for all
products being used?
OYes ONo ON/A
Does the school maintenance staff have a regular cleaning schedule
for unit ventilators, supply air diffusers, return registers, outside air
intakes, and commission the HVAC system a minimum of once every
5 years?
OYes ONo ON/A
Are condensate pans clean, unobstructed and do they drain properly?
OYes ONo ON/A
Are unit ventilators clear of books, papers and other items and other
items that would block or hinder air flow?
OYes ONo ON/A
Lead
Are the walls and interior surfaces free of cracking, chipping, or
peeling paint, especially around doors or windows where painted
surf aces rub together?
OYes ONo ON/A
Energy Efficiency
Are lights turned off when not in use or when natural daylight can
be used?
OYes ONo ON/A
Are thermostats set back in the evening and at other times when the
building is unoccupied?
OYes ONo ON/A
Does the school track energy performance, perform monthly
maintenance of heating and cooling equipment, educate students
and staff about how their behaviors affect energy use, and use
systems and controls that improve light quality, heating and cooling
as part of an energy efficiency program?*
OYes ONo ON/A
Extreme Heat Events
Does the school advise the students to wear lightweight, light-colored
and loose-fitting clothing during extreme heat events?
OYes ONo ON/A
Does the school limit physical exertion outdoors during days with
unhealthy air conditions or periods of extreme heat?
OYes ONo ON/A
Indoor Air Quality/Ventilation
Does the school currently implement a proactive IAQ management
program such as the "Indoor Air Quality (IAQ) Tools for Schools"
program?
OYes ONo ON/A
Does the school have a tobacco-free campus policy?
OYes ONo ON/A
Are exterior walls and other large structures in the school grounds
free of cracking, chipping, or peeling paint?
OYes ONo ON/A
Does the school or school district provide a pre-renovation notification
to staff and parents prior to construction activity?
OYes ONo ON/A
Are all demolition and renovation activities impacting lead containing
paint or other building materials in the school undertaken by
"certified" and properly trained contractors?*
OYes ONo ON/A
Do students wash hands before snacks, lunch and after recess?
OYes ONo ON/A
Mercury
Has an inventory of all chemicals, materials and equipment
containing mercury been completed?
OYes ONo ON/A
Does the school have a mercury spill kit and spill response plan
readily available on site?
OYes ONo ON/A
Mold and Moisture Control
Is humidity in the school building maintained below 60%, and ideally
between 30% and 50% where possible?*
OYes ONo ON/A
Does the school maintenance staff repair all leaking plumbing and
roof leaks in the building as soon as possible?*
OYes ONo ON/A
Is the school building (walls/ceilings/floors) free of wetness or
condensation?
OYes ONo ON/A
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Does the school maintenance staff clean and dry any wet or damp
spots consistently within 48 hours?
OYes ONo ON/A
PCBs in Caulk and Fluorescent Light Ballasts
Has the school determined whether the fluorescent light ballasts
contain PCBs? If so, have the lighting fixtures in the school been
retrofitted to adequately remove potential PCB hazards using
recommendations highlighted in www.epa.gov/epawaste/hazard/
tsd/pcbs/pubs/ballasts.htm?
OYes ONo ON/A
Has the school followed recommendations highlighted in www.epa.
gov/pcbsincaulk/caulkschoolkit.htm for potential PCB-containing
caulk.
OYes ONo ON/A
Pesticides and Pest Management
Do all floors in food service areas and classrooms where food is
served get cleaned and mopped daily?
OYes ONo ON/A
Are all food items stored securely in scalable containers or canisters?
OYes ONo ON/A
Is all garbage bagged, completely closed, and placed in dumpsters
outside the school building daily?
OYes ONo ON/A
Are there high-density door sweeps installed on all doors to keep out
mice, rats and roaches?*
OYes ONo ON/A
Are all open spaces around utility pipes coming into the building
blocked with copper mesh wire or other material to hinder entrance
into the building by pests?*
OYes ONo ON/A
Does the school have screens installed on all operable windows?*
OYes ONo ON/A
Radon
Have all the first floor and basement classrooms of the school
been tested for the presence of radon with results documented and
available for public review?
OYes ONo ON/A
If the classroom radon levels exceed 4pCi/L, has the school or school
district installed radon mitigation systems?*
OYes ONo ON/A
UV Radiation
Does the school post the daily UV Index to help staff protect student's
overexposuretothesun?
OYes ONo ON/A
Are students encouraged to wear protective, light weight clothing
and/or sunscreen for recess during times of peak sun intensity?
OYes ONo ON/A
Does the school have ample areas of shade to minimize time spent in
the sunlight?
OYes ONo ON/A
Waste Reduction
Does the school use an active waste reduction/recycling policy in
place that promotes resource conservation, the purchasing of more
environmentally friendly products, pre-post waste reduction audits,
student involvement, and a curriculum that supports waste reduction
and recycling?*
OYes ONo ON/A
*Assessment Activities that may require additional, cost-effective resources and methods for resolution.
Healthy School Environments Assessment Tool (HealthySEAT)
EPA has developed a free software tool to help school districts track and manage all environmental issues in their schools.
The Healthy School Environments Assessment Tool (HealthySEATv2) is designed to be customized and used by district-
level staff to conduct voluntary self-assessments of their school (and other) facilities, using checklists and assessment
standards included with the software or customizing the tool to create their own checklists. The software generates letters
and reports that can be used to follow up on any deficiencies found and to track progress in creating and maintaining
healthy school environments. To learn more about HealthySEAT and how it can help improve the health and safety of
students and staff, visit www.epa.gov/schools/healthyseat/basicinformation.html
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Top Ten Ways
to Make Your
School Healthier
1. Clear the air inside. EPA's Indoor Air Quality Tools for
Schools program provides information and tips on how to
help schools prevent and solve indoor air quality problems.
2. Clear the air outside. Schools can reduce children's
exposure to engine exhaust by eliminating unnecessary
vehicle idling, installing effective emission control
systems on newer buses and replacing the oldest buses
with new ones.
3. Reduce/remove radon in school buildings. Schools
should test the level of radon gas in their buildings. No
radon level is healthy. If the test results are at, or above,
4pCi/L, appropriate mitigation steps should be taken to
reduce the radon level.
4. Use chemicals carefully. Possible health, safety and
environmental implications should be considered before
chemicals are purchased for use in schools. Do not allow
outside, unauthorized chemicals to be brought into the
school. Proper chemical use and management (storage,
labeling, and disposal) is critical for reducing chemical
exposures and costly accidents.
5. Test the water. School districts should test the drinking
water in their school buildings regularly.
6. Get the lead out. School buildings built prior to 1978
must be tested for lead paint. Renovations or repairs must
be done in a way that does not create lead dust. Children
should be kept away from lead hazards inside and outside
of school buildings.
7. Eliminate Mercury. School environments should be
mercury-free. Schools should use digital thermometers
and safer alternatives to mercury in science curriculum,
nurses' offices and within facilities operations and
maintenance.
I. Cover up. Schools should practice "sunsafe behavior"
and encourage children to cover up, use SPF 30 or higher
broad-spectrum sunscreen, and stay out of midday sun to
avoid damaging UV rays.
9. Use toxics with caution. Schools should look for
alternatives to toxic pesticides and cleaning chemicals.
Remove sources of lead, mercury, asbestos and PCBs from
the school environment.
10. Educate yourself. Know which environmental health
issues affect your school and how to address them.
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Additional
Resources
EPA Children's Environmental Health Website
Protecting children's health from environmental risks is
fundamental to EPA's mission. Get the facts about children's
environmental health atwww.epa.gov/children
Pediatric Environmental Health Specialty Unit (PEHSU)
A respected network of experts in children's environmental
health. The PEHSU were created to ensure that children and
communities have access to, usually at no cost, special
medical knowledge and resources for children faced with a
health risk due to a natural or human-made environmental
hazard. To learn more visit www.pehsu.net
Department of Education's Green Ribbon Schools
The U.S. Department of Education announced in 2011 the
creation of the Green Ribbon Schools program to recognize
schools that are creating healthy and sustainable learning
environments and teaching environmental literacy. The new
awards program will be run by the Education Department
with the support of the White House Council on Environmental
Quality and the U.S. Environmental Protection Agency. To learn
more visit www.ed.gov/blog/2011/05/green-ribbon-school-
resources/
EPA Regional School Contacts
Locate your regional EPA School Coordinator or Children's Health
Coordinatorbyvisitingwww.epa.gov/schools/contacts.html
EPA's Voluntary School Siting Guidelines
EPA's voluntary school siting guidelines can help local school
districts and community members evaluate environmental
factors to make the best possible school siting decisions.
This website includes an overview for the guidelines, as
well as links to resources and additional information.
http://epa.gov/schools/siting/index.html
EPA's Voluntary State School
Environmental Health Guidelines
EPA has developed State School Environmental Health
Guidelines, a voluntary guidance document which helps
states, tribes, and territories create and implement
environmental health programs for K-12 schools. The goal of
the guidelines is to provide a framework for improving the health
and well-being of students by creating and sustaining healthy,
safe, and productive school environments. To learn more visit
www.epa.gov/schools/ehguidelines/index.html
K-12 School Compliance
It is important to note that schools are obligated to comp
with relevant environmental regulations, and environmental
compliance is an integral part of a K-12 school environmental
health program. To learn more visit www.epa.gov/schools/
downloads/key_USEPA_regulations_k-12_schools.pi
United States
Environmental Protection
Agency
July 2012
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