Communications
Communicating about IAQ
EPA402-F-05-015D
Communicating with staff, parents, students, administrators, the school board, the media, and
the community is an essential component of preventing and resolving indoor air quality (IAQ)
issues and sustaining an effective IAQ management program. Effective communication can
help staff recognize and eliminate IAQ problems, gain support of key decision makers,
strengthen community relations, reassure staff and parents, and receive recognition for
improvements in IAQ.
Schools and districts can reap many benefits from communicating proactively. The U.S.
Environmental Protection Agency's (EPA) Indoor Air Quality Tools for Schools (IAQ TfS) Program
provides schools and districts guidance on communicating internally and externally, whether
responding to an IAQ crisis or during standard operations of an ongoing IAQ management
program. The schools featured in this case study have employed many creative and effective
methods for communicating information about their IAQ programs. Some sample
communication methods include broadcasting progress of IAQ projects on a local cable
channel; conducting public meetings; publishing meeting minutes in a local newspaper; and
meeting with parent-teacher and school-site leadership groups to discuss upcoming IAQ-
related projects. These activities have yielded praise for their successes.
Cle Elum-Roslyn School District, Cle Elum, Washington
Cle Elum-Roslyn High School in Washington was forced to develop a communication strategy as a result of two major episodes
of water intrusion that caused mold growth. The first incident occurred during a 1994 building renovation, and the second
problem developed during the winter of 1996-1997 when an unusually heavy snowfall produced large amounts of snowmelt.
Moisture entered the crawlspace below the building and also flowed through the air ducts in the east wing of the school due to
a poorly designed intake.
Health complaints from staff and students emerged in 1994 when one employee filed a Labor and Industries claim regarding
IAQ. To address these complaints, the District created the IAQ Task Force to test and evaluate the high school. Despite the
District's mold remediation efforts,students and staff continued to experience health problems,such as abnormal tiredness,
headaches, and itchy eyes. The IAQ Task Force was unable to establish a clear relationship between complaints and mold growth
in the school. This frustrated staff members who felt that the School District had failed to fix the problem. Angry teachers and
students began to distribute posters and flyers to the community and staged a walkout.
Cle Elum-Roslyn School District faced an escalating crisis regarding their ability to address IAQ problems in the school. To
combat the negative publicity and to improve communication with the staff and public, the District hired a risk communication
specialist and formed the IAQ Coalition.
In addition to the increasing concern among teachers and students, a local political action group learned about the IAQ problem
at Cle Elum-Roslyn High School and contacted the Seattle press. This created negative publicity for the District and raised fears
about children's safety and the quality of their learning environment.
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The District allayed fears by promptly communicating (with parents and the community) their strategy to address the problem.
Educating the staff and community about the District's efforts to improve IAQ in the high school became as important as
conducting the remediation activities. The District began an aggressive awareness campaign (targeting staff,students,and the
community) to counteract the negative publicity. These publicity efforts included releasing information to the public and
conducting public meetings and student assemblies. The District also improved its image by conducting the follwing activities:
>• The District issued a video news release, moderated by the superintendent, to share detailed information about IAQ issues at
the high school and steps the District was taking to address the mold problem.
*• The Cle Elum-Roslyn Indoor Air Quality Committee published their weekly meeting minutes in the local newspaper.
The school held an in-house student assembly to share information and address student concerns.
The school board invited the community to a meeting that further explained steps the District was taking to address poor
lAQ.More than 400 people attended the meeting.
The community was invited to tour the renovated high school. Posters highlighting the sites of specific IAQ changes were
displayed around the school. In addition, the school displayed a large poster depicting the floor plan of the entire high
school with symbols representing areas with IAQ improvements.
When the District implemented its management program and IAQ improvements, the staff noticed and appreciated the
changes. The District regained its credibility in the community for handling this crisis situation effectively. IAQ complaints
dropped 94% from 180 in 2001, to 10 in 2002. This success was recognized nationally in 2003 when Cle Elum-Roslyn School
District received an IAQ TfS Excellence Award for leadership in improving IAQ in their schools.
Radnor Township School District, Wayne, Pennsylvania
Proactively working with local media to promote IAQ programs can strengthen a school district's relationship with the
community. Radnor Township School District located in Wayne, Pennsylvania, shared the following IAQ achievements with their
community through the media:
Incorporated green design elements in buildings;
Began using odor-free paint products and those with low volatile organic compounds (VOCs);
Developed a new,green cleaning policy;
*• Removed building products susceptible to moisture and replaced them with an appropriate product;
>• Installed backflow prevention devices on all sewer lines;
Installed HEPA filters on all vacuum cleaners;
>• Calibrated outside air ducts;
>• Ensured the proper air exchange rate;
*• Verified that thermostats operate properly; and
*• Confirmed proper humidity levels in all rooms.
The District televised the progress of these IAQ projects through Pennsylvania's Greenworks Television and through the
television series American Environmental Review, hosted by Morley Safer. District representatives have shared their process and
findings at several meetings,such as the Council of Educational Facility Planners International,the Sustainable Building Industry
Council, the U.S.Green Building Council, Pennsylvania Association of School Business Officials,and many others. This positive
publicity has helped the District develop and maintain the community's trust while educating its diverse, multi-cultural
population about IAQ.
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In addition to reaching out to the community through the media, the District also used other means of communication. For
example, as a result of policies implemented by the Safety Committee, principals, parents, and the School's Board of Directors
receive updated IAQ information at all monthly meetings. As a result of these efforts, teachers,administrators,and maintenance
and custodial staff members respond as partners in the solution rather than as adversaries.
The most favorable outcome associated with effective communication is the difference the District sees in its buildings. They are
cleaner, healthier places in which to work and learn. Though IAQ issues still exist, the District now has procedures with which to
identify and remediate them quickly. In recognition of its efforts, Radnor Township School District received an lAQTfS Excellence
Award at the U.S. EPA's 4th Annual Indoor Air Quality Tools for Schools National Symposium in Washington, DC.
Blue Valley Unified School District #229, Overland Park, Kansas
Blue Valley Unified School District #229 in Overland Park, Kansas, uses a variety of methods to communicate with school
occupants and the community regarding its lAQ-related issues and activities. In 2001,the District experienced a mold outbreak
in a classroom. During the incident and mitigation procedures, the school principal frequently communicated with parents via
voicemail and provided contact information for the IAQ Coordinator if parents had any questions. When a second outbreak
occurred in ceiling tiles that same year, the District notified the school community of the remedial actions being taken to resolve
the problem. The remedial actions included disinfecting the tiles and the surrounding area and replacing all cellulose tiles with
antimicrobial ceiling tiles.
The District maintains good communication with staff annually by providing checklists to teachers and building principals and
conducting a survey on the condition of all District buildings. In addition, the IAQ Team encourages all staff and building
principals to report concerns throughout the year, making IAQ management a more effective and collective effort. This
approach has helped to instill a sense of personal responsibility in all staff. The IAQ Coordinator also maintains a record of all
reported complaints and concerns about the District's facilities.
The IAQ Team communicates building management activities through e-mail and inter-office mail and relies on each school
principal to share information with parents. The IAQ Team meets regularly with administrators, parent groups (PTO/PTA), and
school-site leadership groups as necessary to discuss ongoing and planned IAQ projects. For immediate and serious IAQ threats,
the District is able to broadcast announcements by voice/text mail. Less critical information is shared through district
newsletters and internal staff newsletters. The IAQ Team also produces an annual district edition of'Blue Valley Today" to update
the community on the progress of bond-funded projects, including the IAQ management program. School administrative staff
made more than 60 presentations to stakeholders in the school community over a two-month period to explain the importance
of resolving IAQ problems as soon as they are identified.
Throughout the process of implementing the District's IAQ management program, the IAQ Team has maintained regular
(internal and external) communication with the members of the school community. Effective communication has improved the
District's credibility for responding to complaints and has increased trust from students,staff,parents,and the community. The
District has received positive coverage in the local news for its proactive efforts to improve IAQ in school facilities. The District's
IAQ activities have been highlighted in the Kansas City Star and the Overland Park Sun, and a local cable television station
summarized Blue Valley's experiences in a news story.
In October 2003, EPA recognized Blue Valley Unified School District #229 with an lAQTfS Excellence Award for its exemplary
achievements in communicating the importance of good IAQ within the District.
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Summary
Effective internal and external communication in schools and districts can help diffuse IAQ
problems, preventing them from developing into a crisis. Media, outreach materials and
events, Web sites, staff trainings, presentations, and the distribution of free products are useful
strategies for schools and districts to publicize their IAQ achievements and to update school
occupants and the community on the progress of their IAQ projects and programs. School and
community support is essential to the success and sustainability of a school-based IAQ
campaign. EPA's IAQ TfS Communication Guide (EPA 402-K-02-008) and IAQ TfS Kit provide
more detailed information on communication strategies for schools and districts. These
products, as well as information on EPA's IAQ TfS Awards Program, are all available at
www.epa.gov/iaq/schools.
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