Sensible Steps to
Healthier School
Environments
Cost-effective, affordable
measures to protect the
health of students and staff.
United States
Environmental Protection
Agency
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Contents
Common Issues
Asbestos 2
Asthma and Asthma Triggers 3
Buses and Vehicle Idling 4
Carbon Monoxide 5
Chemical Management 6
Drinking Water 7
Educational, Art and Science Supplies 8
Extreme Heat Events 9
Indoor Air Quality/Ventilation 10
Lead 11
Mercury 12
Mold and Moisture Control 13
PCBs in Caulk and Fluorescent Light Ballasts 14
Pesticides and Pest Management 15
Radon 16
UV Radiation 17
Conserving Resources
Energy Efficiency 18
Waste Reduction 19
Facility Assessment
Quick Assessment 20
Resources
Top Ten Ways to Make Your School Healthier 24
Additional Online Resources 25
ii
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Kids Learn Best in
Healthy Environments
Approximately 55 million children and 5 million
adults in the U.S. spend a significant portion
of their days in more than 132,000 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-term and long-term
operating costs. At least 25% 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, go to www.epa.gov/schools.
1
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Asbestos
Asbestos is the name given to a number of
naturally occurring fibrous minerals with high
tensile 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 AGM 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 AHERA's requirements.
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.
i/ 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:
https://www.epa.gov/asbestos
2
ASBESTOS
CANCER AND LUNG DISEASE HAZARD
AUTHORIZED PERSONNEL ONLY
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Asthma and
Asthma Triggers
Asthma is a disease that affects the lungs and
makes it hard for people to breathe. Asthma is a
chronic condition and a leading cause of school
absenteeism, accounting for more than 13.8
million missed school days per year in 2013.
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.
Learn more at:
https://www.epa.gov/managing-pests-schools
https://www.epa.gov/asthma
Steps a School Can Take to Reduce
Exposures to Asthma Triggers:
l/ Avoid having birds or furry animals
such as mice, rabbits or guinea pigs as
classroom pets. Fish would make good
classroom pets.
i/ 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
whde reducing asthma triggers.
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Buses and
Vehicle Idling
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 https://www.epa.gov/
cleandiesel/clean-school-bus).
~ 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.
Some 480,000 school buses travel four billion
miles each year. 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. In comparison,
it would take an average of 17 million cars to
transport the same number of students,
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.
Learn more at:
https://www.epa.gov/schools-transportation/schools-
school-buses
https://www.epa.gov/cleandiesel/clean-school-bus
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Carbon Monoxide
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;
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.
https://epa.gov/indoor-air-quality-iaq/carbon-monoxides-
impact-indoor-air-quality
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
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 and date it entered the school,
and ensure that Safe Data Sheets (SDSs)
for each product are 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.
• 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 Learn more at:
a safe chemical management plan that reduces
the risk of chemical exposures and accidents https://www.epa.gov/schools-chemicals
in schools. Proper chemical management
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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:
https://epa.gov/schools-air-water-quaiity/schools-water-
quality
https://epa.gov/dwreginfo/iead-drinking-water-schoois-
and-child-care-facilities
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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
(CPSC Document #5016) and
that do not have any cautionary
warnings on the label."
Steps to Reduce Exposure to Hazards
Associated With Educational, Art
and Science Supplies:
t/ Check whether your supphes are hsted
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.
i/ Wash hands often when using toxic or
hazardous chemicals.
Learn more at:
https://www.epa.gov/schools-chemicals/schools-
purchasing-environmentally-preferable-products
Art and Craft Safety Guide: https://www.cpsc.gov/
s3fs-public/pdfs/blk_media_5015.pdf
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Extreme Heat Events
Extreme heat events, or heat waves, are defined
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: https://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:
https://www.epa.gov/natural-disasters/extreme-heat
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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.
Learn more at:
https://www.epa.gov/iaq-schools//heating-ventilation-and-
air-conditioning-systems-part-indoor-air-quality-design-
tools
https://www.epa.gov/iaq-schools
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 diffusers, 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.
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 teamed 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 areas—Examine 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 areas—Check 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.
i/ Have staff ensure that children wash their
hands thoroughly after playing outside
and before eating.
Learn more at:
https://www.epa.gov/lead
https://www.epa.gov/ground-water-ancl-dririkirig-water/
basic-information-about-lead-drinking-water
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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.
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.
~ Create and distribute a mercury spill
response plan.
~ Spills—the size of a single thermometer
or CFL—can be cleaned by school
personnel after opening a window and
ventilating the area.
t/ Never use a vacuum cleaner to clean
up mercury. The vacuum will put more
mercury into the air and increase
exposure.
i/ Never use a broom to clean up mercury.
It will break the mercury into smaller
droplets, spread them, and contaminate
the broom .
i/ 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:
https://www.epa.gov/mercury
https://www.atsdr.cdc.gov/dontmesswithmercury/
https://www.epa.gov/cfl/cleaning-brokeri-cfl
12
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.
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Mold and
Moisture Control
By checking for moisture and mold on a regular
basis and spending a few hundred dollars
of annual preventative maintenance, school
managers could avoid the need for costly
repairs, as well as the potential legal liability
due to health risks for children and staff.
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%, ideally 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:
https://www.epa.gov/mold
https://www.epa.gov/mold/mold-remediation-schools-
and-commercial-buildings-guide
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PCBs in Caulk and
Fluorescent Light Ballasts
Polychlorinated 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.
Conduct the following best
management practices (BMPs) listed
below on a frequent ongoing basis to
minimize potential exposures to PCBs:
~ Ensure that ventilation systems are
operating properly and are regularly
inspected and maintained according to
system manufacturer instructions and
guidelines or ANSI/ ASHRAE/ACCA
Standard 180-2012—Standard Practice
for Inspection and Maintenance of
Commercial Building HVAC Systems.
If system cleaning is needed, follow
ANSI/ACCA Standard 6 - Restoring the
Cleanliness of HVAC Systems (2007).
Clean inside schools and other buildings
frequently to reduce dust and residue.
~ Use a wet or damp cloth or mop to clean
surfaces.
Use vacuums with high efficiency
particulate air (HEPA) filters.
~ Do not sweep with dry brooms or use dry
cloths for dusting.
~ Wash hands with soap and water,
particularly before eating.
~ Wash children's toys.
Learn more at:
https://www.epa.gov/pcbs
Practical Actions for Reducing Exposure to
PCBs in Schools and Other Buildings: https://
www.epa.gov/sites/production/files/2016-03/documents/
practical_actions_for_reducing_exposure_to_pcbs_in_
schools_and_other_buildings.pdf
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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:
https://www.epa.gov/managing-pests-schools
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:
t/ 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 1/4
inch, or less than half the diameter 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:
1/ Clean and mop floors in all food service
areas daily, including classrooms.
~ Use sealable 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.
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Radon
.ON '
RADOfj'
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
Steps to Reduce Radon Exposure:
~ Have authorized personnel test
classrooms and occupied rooms for radon,
following EPA and State protocols.
Hotline, (800) 767-7236. / Install radon mitigation systems which,
are designed to reduce and remove radon
Learn more at: from indoor air if the classrooms testing
results show radon concentrations of
https://www.epa.gov/radon/radon-schools 4 pJBi. or higher.
https://sosradon.org/
https://www.epa.gov/radon
16
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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, 5.4 million basal and squamous cell skin
cancer are diagnosed each year. Melanoma, the
most deadly type of skin cancer, will account
for about 76,380 cases of skin cancer in 2016.
One in five Americans will develop skin cancer
in their lifetime. One American dies from skin
cancer every hour.
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:
https://www.epa.gov/sunsafety
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
UV Index Range
Low
2 or less
Moderate
3 to 5
High
6 to 8
Very High
8 to 10
Extreme
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:
https://www.energystar.gov
ENERGY STAR
Energy Efficiency Opportunities
for Schools:
Low-Cost Measures:
i/ Use EPAs measurement and tracking
tool, Portfolio Manager, to assess energy
performance.
~ 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.
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.
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Waste Reduction
Americans generate millions of tons of trash in
our homes and communities. Every day, the
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 WasteWise, 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:
i/ Reduce waste through recycling, reusing
or buying recycled products.
~ 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:
https://www.epa.gov/learn-issues/learn-about-waste
https://www.epa.gov/fec
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Quick Assessment
Please use this voluntary assessment 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
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
Have CO detectors been installed in the school near appliances
that burn natural gas, oil, wood or gas?
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
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
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 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
Are all passenger pickup/drop off areas located away from
school's air intake supply, classroom windows and exit doors?
OYes ONo ON/A
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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
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
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
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
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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 surfaces rub together?
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
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 https://www.epa.gov/pcbs/
polychlorinated-biphenyls-pcbs-building-materials
OYes ONo ON/A
Has the school followed recommendations highlighted in
https://www.epa.gov/pcbs/poiychlorinated-biphenyls-pcbs-
building-materials for potential PCB-containing caulk.
OYes ONo ON/A
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Pesticides and Pest Management
UV Radiation
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 sealable 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?*
Does the school post the daily UV Index to help staff protect
student's overexposure to the sun?
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
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
*Assessment Activities that may require additional, cost-effective resources and methods for resolution.
For more information on Healthy Schools, please visit: https://www.epa.gov/schools
23
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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.
8. 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 Online
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 at https://www.epa.
gov/children
Pediatric Environmental Health Specialty Unit
PEHSU is 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 http://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 https://www2.ed.gov/programs/green-ribbon-
schools/index.html
EPA Regional School Contacts
Locate your regional EPA School Coordinator or
Children's Health Coordinator by visiting https://www.
epa.gov/schools/schools-coordinators-epa-regions
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, https://www.epa.gov/schools/
school-siting-guidelines
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 https://www.
epa.gov/schools/state-school-environmental-health-
guidelines
K-12 School Compliance
It is important to note that schools are obligated to
comply with relevant environmental regulations, and
environmental compliance is an integral part of a K-12
school environmental health program. To learn more
visit https://www.epa.gov/schools/law-regulation-
and-policy-resources
https://www.epa.gov/regulatory-information-
sector/educational-services-sector-naics-61
School IAQ Assessment Mobile App
https://www.epa.gov/iaq-schools/school-iaq-
assessment-mobile-app
25
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United States
UMll Environmental Protection
kl JF mAgency
EPA 908-R-17-001
Revised April 2017
www.epa.gov
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