Healthier Schools for Healthier Kids: Model K-12 School Environmental Health Program Highlights

Healthier Schools

for Healthier Kids
Model K-12 School Environmental Health Program

HIGHLIGHTS

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  Research shows that the healthier a school's physical
  condition is, the better its students perform academically.
  An unhealthy school environment can affect children's
  health, attendance, concentration, and performance, and
  lead to expensive, time-consuming cleanup.

  To improve children's health and academic achievement, the U.S.
  Environmental Protection Agency (EPA) has developed a three-tier
  model program to help schools and school districts create healthier
  school environments. This brochure series highlights important tips
  and action steps from the model program.
  In addition to improving student health and performance, a school
  environmental health program has the potential to:
     Decrease absentee rates of children and teachers.
     Improve student participation in the classroom.
     Promote teacher retention and job satisfaction.
     Reduce operating expenses through energy and water conservation.
     Improve facility maintenance.
These guidelines are voluntary and are not intended to replace, amend, or negate policies, statutes,
regulations, activities, or guidance related to existing school environmental health programs. By
following the recommendations in these guidelines, states can help promote safe and healthy school
environments for children and school staff.

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The  Five Components
The EPA model program features five components:
       Component 1
       Practice Effective Cleaning and Maintenance
       Component 2
       Prevent Mold and Moisture
       Component 3
       Reduce Chemical and Environmental
       Contaminant Hazards
       Component 4
       Ensure Good Ventilation
       Component 5
       Prevent Pests and Reduce Pesticide Exposure
For details about how each component works, visit
www.epa.gov/schools.

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Which  Tier  Is My  School?

Because resources vary from school to school, the model
program offers a choice of three tiers of action to carry
out each component. A school may be Tier 1 for some
components and Tier 2 or 3 for others.

  Tier 1 actions are fixes schools can make immediately, and
  are a good starting point for schools with little or no previous
  experience with environmental health programs. Many can be
  implemented for little or no cost.
  Tier 2 actions are an essential part of a comprehensive school
  environmental health program. They are best suited for schools
  that have completed most of the Tier 1 tasks and would like to
  build on their existing programs.
  Tier 3 actions are for schools looking for ways to enhance their
  current comprehensive school environmental health programs.
  They are for schools that have undertaken  many of the steps in
  Tiers 1 and 2.

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Tips  for  All  Schools

Effective school environmental health programs are built
through collaboration among all members of the school
community, including teachers, school administrators,
facility managers, and students. The most successful
programs use an ongoing process to develop, implement,
and evaluate policies, procedures, and practices that
strive for continuous improvement.
The following steps are essential for a school or school district
preparing to implement a school environmental health program:
  Secure leadership support.
  Establish a district or school environmental health team.
  Identify priorities and goals.
  Develop an action plan.
  Provide faculty and staff training.
  Encourage student involvement.
  Promote program success.
To find out how to complete each of these steps, go to
www.epa.gov/schools.

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 More Ways to Promote
 Environmental Health in  Schools
     nNew construction and renovation projects are good
     opportunities for schools to improve the health of the school
 environment, address areas of concern identified under the five key
 Components of the model program, improve classroom comfort, and
 become more energy and water efficient.
  By adopting high-performance practices, schools and school
  districts can lower their operating costs up to 30%-. Existing
  schools can save 25% of operating costs by implementing
  some basic efficiency measures, occupant education, and
  engagement programs.
     Enhancing classroom comfort can significantly affect school
     building performance and occupant comfort. Proper design,
maintenance, and operation of lighting systems, ventilation systems,
thermal control systems, and acoustics all play a role in increasing
comfort.
     Energy and water efficiency can help schools reduce energy
     bills 5%-20% without significant capital investment.

For more information on the EPA Model K-12 School Environmental
Health Program, visit www.epa.gov/schools.
3EPA
   United States
   Cisironmerrtal Protection
Office of Children's Health Protection (1107A)
EPA-100-K-14-002
www.epa.gov/sphools
April 2015
   Recycled/R*cycJ*M«

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&EPA
Model K-12 School Environmental Health Program
HIGHLIGHTS
Component 4 continued

Here's what you can do:
Ensure the school has a functioning ventilation system.
Establish and implement a regular schedule for inspecting and
changing filters.
Ensure condensate pans are clean, unobstructed, and draining properly.
Implement a regular cleaning schedule for air supply diffusers, return
registers, outside air intakes, and ducts.
Ensure HVAC system settings fit the actual schedule of building use,
including night and weekend use.
Use EPA's IAQ Tools for Schools (www.epa.gov/iaq/schools/actionkit.html)
program resources to identify, correct, and prevent indoor air quality
problems.

Component 5: Prevent Pests and Reduce Pesticide
Exposure
Droppings or body parts from cockroaches, rodents, and other pests can
trigger asthma and cause allergic reactions. Pests also can transmit infectious
diseases. Pesticides contain chemicals that can be toxic to the environment
and pose a risk to human health. Children can be especially vulnerable to
pesticides because their internal organs are still developing and maturing.
Integrated pest management practices can effectively control pests in schools
while reducing pesticide use by 70%-90%.

Here's what you can do:
Conduct an initial inspection of the school to identify potential pest
problems.
Replace weather stripping on doors as needed.
Caulk and seal openings in walls.
Install or repair screens.
Keep vegetation, shrubs, and wood mulch at least one foot away from
the school building.
Component 5 continued

Remove trash daily from the building.
Clean all food crumbs or spilled liquids immediately.
Vacuum carpeted areas frequently.
Keep counters, sinks, tables, and floors clean and clear of clutter and
moisture.
Store food and waste in closed containers.
• Place screens on vents and floor drains.
Fix dripping faucets and leaks.
Remove grease accumulation from vents, ovens, and stoves.
Keep areas as clean and dry as possible.

For more information on the EPA Model K-12 School Environmental Health
Program, visit www.epa.gov/schools.
Tier 1
Getting Started with a School
Environmental Health Program
&EPA
United States
Environmental Protection
Agency
Office of Children's Health Protection (1107A)
EPA-100-K-14-002
www.epa.gov/schools
April 2015
X.n Recycled/Recyclable
vDC/ Printed on paper that contains at least 50% post consumer fiber.
Tier 1 actions are appropriate for schools with little or no
experience with environmental health programs. You can
make many of the fixes for little or no cost. Here are the five
components:

Cleaning
Schedule routine cleaning when the building is unoccupied.
- Read and follow product labels.
Maintain an up-to-date inventory of all cleaning products used.
1 Clean and remove dust and paint chips.
Use walk-off mats at building entrances.
Component 1 continued inside

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Component 1 continued

Maintenance
• Check weather stripping of windows and doors and replace
as needed.
• Inspect the foundation for cracks, decay, and water
infiltration.
• Inspect ceilings and ductwork for deteriorating tiles and
HVAC lining.
• Cut back overgrown vegetation near exterior walls.

Component 2:
Prevent Mold and Moisture
The key to mold control is moisture control. Moisture within
building structures stimulates the growth of molds and other
biological contaminants. Damp schools provide a nurturing
environment for mites, roaches, and rodents, which are
associated with asthma, allergies, and other respiratory
diseases.
Moisture and mold also can damage building infrastructure
and result in costly renovations. Individual school districts have
incurred costs from $200,000 to as much as $13 million for
remediating mold and mildew damage. A few hundred dollars
of annual preventive maintenance can eliminate the need for
costly mold remediation.

Here's what you can do:
• Conduct routine moisture inspections.
=<• Fix leaking plumbing and leaks in the building and roof as
soon as possible.
• Vent moisture-generating appliances (such as dryers) to the
outside.
• Ensure carpeting is not installed in areas with exposed
plumbing.
• Maintain gutters, downspouts, scuppers, and storm drains.
Visit www.epa.gov/mold/molcL.remediation.html for mold
cleanup guidance and procedures.
Component 3: Reduce Chemical and
Environmental Contaminant Hazards
Children may be more vulnerable to chemical and environmental
contaminant hazards than adults because their body systems are still
developing. They eat more, drink more, and breathe more than adults in
proportion to their body size. Their behavior can significantly increase
their exposure to chemicals and potentially harmful organisms.
Toxic chemicals can cause serious health effects, including cancer; brain
and nervous system disorders; organ damage; irritation of the eyes, skin,
nose, and throat; and asthma attacks. Mercury, PCBs, and lead are of
particular concern to schools.

Here's what you can do:

Chemicals and Chemical-Containing Products
• Conduct a chemical inventory of the school and ensure the school has
up-to-date Safety Data Sheets for all chemicals and products.
Where applicable, perform screenings and inspections of chemical-
containing equipment (e.g., PCB fluorescent lighting ballasts, mercury-
containing items) to ensure the equipment is properly managed.
• Develop a list of rooms or areas that contain, or might contain, lead-
based paint.
• Ensure stored chemicals are clearly labeled, locked, and in undamaged
containers.
• Review the school's mercury inventory list.
• Review the school's chemical hygiene plan, including chemical spill
control policies and contact information for the local authorities
responsible for managing chemical spills.
Review the school's hazard communication plan.
• Encourage teachers to use school and art supplies that do not contain
toxic chemicals or contaminants.

Radon
• Test frequently occupied rooms at or below ground level for radon.

Drinking Water
• Determine whether the school is a public water system. Most schools
are part of a larger public water system, but smaller schools in rural
areas can be their own public water system and must comply with all
primary drinking water regulations.
Component 3 continued

• Conduct and review a plumbing survey that identifies areas
of high risk for lead sources.
• Maintain drinking water taps by routinely cleaning faucet
aerators and disinfecting water fountains.
* Replace or take out of service any water fountains that are on
EPA's list of known lead-containing models.
• Review or conduct lead testing for drinking water taps.

Outdoor Air Pollution
« Minimize school bus idling by revising bus schedules.
• Identify the location of all school air handler intake vents
to ensure they are not located near high vehicular traffic
areas or chimneys. Relocate student drop-off and
pick-up areas if needed.
• Keep classroom windows closed during periods of high
traffic, such as before and after school and during rush hour,
if the school is on a busy street or highway. Keep windows
closed on days when smog or pollen counts are high.
• Implement an idling reduction campaign.
* Update the school's procedures for responding to
Air Quality Index advisories.

Secondhand Smoke
• Institute a smoke-free policy for the school campus.

Component 4:
Ensure Good Ventilation
Poor indoor air quality can affect the comfort and health of
children and staff, which can in turn affect concentration,
attendance, and classroom performance. Poor air quality
also can cause short- and long-term health problems such as
coughing, eye irritation, headaches, asthma episodes, allergic
reactions, and in rare cases, life-threatening conditions such as
respiratory distress.
Component 4 continued on reverse
I

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&EPA
Model K-12 School tnvironmental Health Program
HIGHLIGHTS
Component 4 continued

Here's what you can do:
Continue to perform HVAC system inspections.
Establish an HVAC maintenance plan.
Install high-efficiency filters, if not already in use.
Take steps to ensure all rooms in the school building are ventilated.
Ensure air intakes are located away from high vehicular traffic areas,
plumbing and exhaust stacks, and chimneys for the school's heating
system.
Install carbon monoxide detectors near combustion sources (such as
boilers, stoves, hot water heaters, and vocational education shops) to
monitor carbon monoxide levels.
Ensure outdoor air ventilation meets or exceeds the industry's
ventilation standard (ASHRAE 62.1-2010 Ventilation for Acceptable
Indoor Air Quality) or local code.

Here's what you can do:
Establish a school integrated pest management program
(www.epa.gov/pesticides/ipm/index.htm).
Once all integrated pest management strategies have been exhausted
to control pests, use baits and traps before making a broad pesticide
application.
Component 5 continued

Follow these guidelines before applying pesticides:
• When pest management services are necessary, the school should
either contract with an integrated pest management certified
professional or ensure that the facility management staff is licensed,
trained, and able to implement integrated pest management practices
as their state requires.
• Do not allow experimental, phased-out, or conditional-use pesticides
and pesticide products to be used in school buildings and on school
grounds. Do not allow teachers and school staff to bring pesticide
products from home.
• Maintain records on pest management activities, including pesticide
application dates, locations, and rates; copies of pesticide labels;
Safety Data Sheets; and notifications issued.

For more information on the EPA Model K-12 School Environmental Health
Program, visit www.epa.gov/schools.
Expanding Your School
Environmental Health Program
&EPA
United States
Environmental Protection
Agency
Office of Children's Health Protection (1107A)
EPA-100-K-14-002
www.epa.gov/schools
April 2015
XQ, Recycled/Recyclable
v£7 Printed on paper that contains at least 50% post consumer fiber.
Schools that have completed most of the actions listed
under Tier 1 will be prepared to implement the key elements
necessary for a more comprehensive school environmental
health program.

Component 1: Practice Effective Cleaning and
Maintenance
A school environment is healthier when it is kept clean and maintained
well. Irritants and allergens found in dust and dirt can have a negative
impact on health and performance, including increased respiratory and
asthma symptoms among children and adults. According to the Centers
for Disease Control and Prevention, asthma is one of the leading causes
of school absenteeism, resulting in nearly 14 million missed school days
annually nationwide.
Unsanitary conditions attract insects and vermin. Maintaining the
school facility is just as important as routine cleaning to ensure a healthy
environment. A regular inspection program can identify problems before
they affect the school environment and the occupants' health.
Here's what you can do:
Establish a green cleaning and preventive maintenance plan for your
school.
Train facilities and custodial staff on cleaning practices and policies, as
well as procedures for handling a chemical spill.
Conduct an inventory of cleaning products. Identify and properly
dispose of products that are outdated, unknown, or not needed.
Maintain a standardized list of approved and disapproved cleaning
products at the school district level.
Annually assess and remove items that are stored in schools and are no
longer needed.
Component 1 continued inside

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Component 1 continued

* Use EPA's IAQ Tools for Schools Action Kit checklists
(www.epa.gov/iaq/schools/actionkit.html) to assist with
routine school building inspections and maintenance.
» Schedule an annual inspection of school facilities by a
building professional.
Inspect roofs at least twice a year, including a pre-winter
inspection in October or November.
• Maintain accurate records of roof and building inspections.

Component 2:
Prevent Mold and Moisture
The key to mold control is moisture control. Moisture within
building structures stimulates the growth of molds and other
biological contaminants. Damp schools provide a nurturing
environment for mites, roaches, and rodents, which are
associated with asthma, allergies, and other respiratory diseases.
Moisture and mold also can damage building infrastructure
and result in costly renovations. Individual school districts have
incurred costs from $200,000 to as much as $13 million for
remediating mold and mildew damage. A few hundred dollars
of annual preventive maintenance can eliminate the need for
costly mold remediation.

Here's what you can do:
Establish a mold prevention and remediation plan.
• Ensure ventilation systems are circulating indoor air
properly. See Component 4: Ensure Good Ventilation for
more information.
• Maintain indoor humidity levels between 30% and 60%.
• Ensure indoor pool facilities are well ventilated to control
humidity levels.
• Clean carpets with extraction cleaners to remove water and
prevent mold growth.
Component 2 continued

* Take steps to prevent water from ponding within 10 feet of the school
building's foundation. For example, irrigation water spray lines should
not be within three feet of the school building's foundation.
• Know what steps to take in the event of a flood. Visit www.epa.gov/iaq/
flood/index.html#Publicationsinformation to learn how to clean up
after a flood and prevent mold and moisture problems.

Component 3: Reduce Chemical and
Environmental Contaminant Hazards
Children eat more, drink more, and breathe more than adults in
proportion to their body size. They may be more vulnerable to chemical
and environmental contaminant hazards than adults because their body
systems are still developing. In addition, their behavior can significantly
increase their exposure to chemicals and potentially harmful organisms.
Toxic chemicals can cause serious health effects, including cancer; brain
and nervous system disorders; organ damage; irritation of the eyes, skin,
nose, and throat; and asthma attacks. Mercury, PCBs, and lead are of
particular concern to schools.

Here's what you can do:
Chemicals and Chemical-Containing Products
«! Form a chemical management team at the school.
• Conduct annual chemical inventories to ensure all unused, unneeded, and
unknown chemicals are identified and disposed of properly.
• Develop a responsible chemical management program for the school or
school district to ensure chemicals are stored, labeled, used, and disposed
of properly. EPA's Tool Kit for Safe Chemical Management in K-12 Schools
(www.epa.gov/schools) has resources to help schools and school districts
get started.
• Institute a chemical purchasing policy at the school.
• Ensure teachers and staff receive chemical management training as
mandated under the Occupational Safety and Health Administration's
Laboratory Safety Standard.
• Ensure students understand proper chemical management.
• Conduct a chemical cleanout.
Component 3 continued

Radon
• Track radon test results, assessment data, and pending
actions.
• Retest routinely if schools were mitigated to ensure radon
mitigation systems are functioning properly.
Drinking Water
• Develop a plan for, and conduct routine maintenance of, the
school's drinking water infrastructure.
• Test the school's drinking water for contaminants.
•-> If the school's drinking water lead concentrations exceed
EPA's action level (20 ppb for municipal systems and 15 ppb
for wells), take steps to develop a plan to reduce lead levels.
Outdoor Air Pollution
• Implement an anti-idling policy for school buses, passenger
vehicles, and delivery trucks, and post signs stating all
vehicles are prohibited from idling on school premises.
Secondhand Smoke
• Implement a smoking education program for students
that covers the social and physiological consequences
of tobacco use, information about social influences (e.g.,
peers, parents, and media), and training on how to manage
peer pressure to smoke.

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oEPA
Model K-12 School environmental Health Program
HIGHLIGHTS
Component 4 continued

ventilation are addressed in the design process. For additional
information on air cleaning devices, see Residential Air Cleaners:
A Summary of Available Information (www.epa.gov/iaq/pubs/
residair.html) and Ozone Generators that Are Sold as Air Cleaners: An
Assessment of Effectiveness and Health Consequences (www.epa.gov/
iaq/pubs/ozonegen.html).
Develop and record measures specific to the school that will
demonstrate improvement in HVAC system performance.
Engage students in classroom activities and projects that focus on
indoor air quality.
Incorporate information and updates on indoor air quality into
newsletters, school announcements, and other outreach material.

Here's what you can do:
Expand the school's integrated pest management program to address
outdoor areas including playgrounds, parking lots, athletic fields,
loading docks, and trash dumpsters.
Develop and record measures specific to the school that will
demonstrate improvement in pest management practices.
Incorporate awareness of integrated pest management principles into
student curricula.
Incorporate integrated pest management information and updates into
newsletters, school announcements, and other outreach material.
For more information on the EPA Model K-12 School Environmental Health
Program, visit www.epa.gov/schools.
Building on Your School
Environmental Health Program
&EPA
United States
Environmental Protection
Agency
Office of Children's Health Protection (1107A)
EPA-100-K-14-002
www.epa.gov/schools
April 2015
rn Recycled/Recyclable
^oc? Printed on paper that contains at least 50% post consumer fiber.
Schools that have already taken steps to implement a
comprehensive school environmental health program can
build on their current initiatives with Tier 3 actions.

Here's what you can do:
Develop and record measures specific to the school that will
demonstrate improvement in adopting healthier cleaning and
maintenance practices. For example:
• Number of green cleaning products piloted.
• Number of training workshops held and number of participants.
• Pounds of toxic chemicals avoided by switching to more
environmentally friendly, less toxic cleaning products.
• Number of nurse visits due to symptoms associated with exposure to
cleaning products (such as eye, nose, and throat irritation; headaches;
and asthma attacks).

Component 1 continued inside

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Component 1 continued

   Consider purchasing building materials that can be easily
   cleaned and maintained with the same cleaning products
   used throughout the school building.
   Incorporate information and updates on healthier cleaning
   into newsletters, school announcements, and other outreach
   material.

       Component 2:
       Prevent Mold and Moisture
The key to mold control is moisture control. Moisture within
building structures stimulates the growth of molds and other
biological contaminants. Damp schools provide a nurturing
environment for mites, roaches, and rodents, which are
associated with asthma, allergies, and other respiratory diseases.
Moisture and mold also can damage building infrastructure
and result in costly renovations. Individual school districts have
incurred costs from $200,000 to as much as $13 million for
remediating mold and mildew damage. A few hundred dollars
of annual preventive maintenance can eliminate the need for
costly mold remediation.

Here's what you can do:
   Develop and record measures specific to the school that will
   demonstrate improvement in adopting effective moisture
   management techniques. Examples include:
   • Reduction in the number of mold findings within the
    school facilities.
   • Reduction in the number of cleaning or remediation
    events due to mold growth.
   Purchase furniture  and carpeting made from mold-resistant
   materials when  replacing worn or damaged items.
   Install vents to the outside for all areas in the school
   building that use large volumes of water (such as kitchens,
   bathrooms, locker rooms, and pool facilities).
   Integrate information on mold into student curricula.
   Incorporate information and updates on mold and moisture
   management into newsletters, school announcements, and
   other outreach material.
       Component 3: Reduce Chemical and
       Environmental Contaminant Hazards
Children may be more vulnerable to chemical and environmental
contaminant hazards than adults because their body systems are still
developing. They eat more, drink more, and breathe more than adults in
proportion to their body size. Their behavior can significantly increase
their exposure to chemicals and potentially harmful organisms.
Toxic chemicals can cause serious health effects, including cancer; brain
and nervous system disorders; organ damage; irritation of the eyes, skin,
nose, and throat; and asthma attacks. Mercury, PCBs, and lead are of
particular concern to schools.

Here's what you can do:
Chemicals and Chemical-Containing Products
   Implement green curricula in the classroom. For guidelines, use EPA's
   workbook Building Successful Programs to Address Chemical Risks in
   Schools (www.epa.gov/schools).
Radon
   Schedule retesting following all major renovations, and consider how
   HVAC modifications or upgrades might affect radon intrusion.
Drinking Water
   Develop and record measures specific to the school that will
   demonstrate improvement in drinking water quality.
   Involve students in drinking water testing. A teacher or facility manager
   should ensure testing is completed according to established procedures
   to obtain meaningful results. This activity can be integrated into science
   and mathematics courses, as well as special projects.
Outdoor Air Pollution
   Have students observe vehicle idling behavior before and after
   implementing an anti-idling policy.
   Have students calculate exhaust emissions generated before and after
   an anti-idling policy is implemented, using widely available web-based
   calculators.
   If funding allows, retrofit your current school bus fleet with improved
   emission control technologies, or replace older school buses with
                                Component 3 continued on next panel
Component 3 continued

  newer, more fuel-efficient, and less-polluting buses.
  Visit EPA's National Clean Diesel Campaign at
  www.epa.gov/diesel for more information.
  Participate in the School Flag Program (www.airnow.gov/
  index.cfm?action=school_flag_program.index) to help
  the school and surrounding community know daily air
  quality conditions. Schools in the flag program raise a
  brightly colored flag each day that corresponds to the air
  quality forecast. Based on the color of the flag (green, yellow,
  orange, or red), teachers and coaches can modify outdoor
  activities when air quality is unhealthy.

       Component 4:
       Ensure Good Ventilation
Poor indoor air quality can affect the comfort and health of
children and staff, which can in turn affect concentration,
attendance, and classroom performance. Poor air quality
also can cause short- and long-term health problems such as
coughing, eye irritation, headaches, asthma episodes, allergic
reactions, and in rare cases, life-threatening conditions such as
respiratory distress.

Here's what you can do:
 • Apply new air ventilation, cleaning, and filtration
  technologies, as resources allow. Consider MERV13 air filters
  and gas filtration media.
  Apply the ASHRAE 62.1-2010 IAQ Procedure  (www.
  ashrae.org/standards-research--technology/standards-
  -guidelines). This is a performance-based approach in
  which a building and its ventilation system are designed to
  maintain contaminant concentrations at specific levels.
 • Air cleaning devices, other than particle filtration in the
  HVAC system, generally are not required if controlling and
  managing sources of pollution and providing adequate
                         Component 4 continued on reverse

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