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A Primer of theChild Proofing Our Communities Campaign

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Many individuals and organizations have contributed to Creating Safe Learning Zones: The ABC’s of HealthySchools. Without their time, energy, resources, experience, knowledge and insight the primer would not exist.We particularly want to acknowledge the ongoing efforts of the Healthy Buildings Committee of the Child ProofingOur Communities campaign. The committee conceived of the primer as a community resource and their expertiseshaped the document from conception to completion. The committee members are listed alphabetically byorganizational affiliation:

Cindy Craig (AmeriCorps), Steve Ashkin (The Ashkin Group), Sarah Jones (Children’s Environmental HealthInstitute), Mamta Khanna (Center for Environmental Health), Nsedu Obot (Children’s Environmental HealthNetwork), Sue Hughes (Gasport Elementary School Parents), Ruth Etzel (George Washington University Schoolof Public Health), Barbra Batshalom (The Green Roundtable), Bill Walsh (Healthy Buildings Network), ClaireBarnett (Healthy Schools Network), Mark Pfefferle (Maryland National Capital Park and Planning Commission),Laurie Stillman (Massachusetts Public Health Association), Jayne Mardock (National Religious Partnership forthe Environment), and Lynn Rose (Western Massachusetts COSH).

The campaign would like to thank the following individuals and organizations that contributed sidebar stories andprovided comments on the primer. Their insight and willingness to share their experiences have immeasurablyimproved this document.

Dr. John Santilli (Allergist/Immunologist, CT), Kagan Owens (Beyond Pesticides), Teresa Mills (BuckeyeEnvironmental Network), Robina Suwol (California Safe Schools), Joellen Lawson (Canary Committee, CT),Mike Foley (City of Somerville, MA), Dennis Livingston (Community Resources, MD), Elodia Blanco (ConcernedCitizens of Agriculture Street Landfill, CA), Bethany Richards (Concerned Parents Group, MI), Mary Cobb andLaurie Stillman (Environmental Health and Safety Committee, MA), Becky Weissman (Falls Church, VA), PaulWenning (Franklin County Board of Health, OH), Cathy Ross (Girard Concerned Parents Group, OH), ChrisNotareschi (Girard Intermediate School, OH), Doug Sacra (HMFH Architects, MA), Margaret Fitzgerald andKathy Hulce (Huckleberry Hill Elementary School, CT), Tom Green (IPM Institute of North America), Kim Ashton(Massachusetts Technology Collaborative), Jeanne Hunt (Missouri ACCESS), Cindy Trahan (North CountryUnion High School, VT), Mary Scarpa (North Country Union High School District, VT), Veronika Carella (HowardCounty PTA, MD), Leo Barnabei (Radnor Township School District, PA), Judy Braiman (Rochestarians AgainstMisuse of Pesticides, NY), Joan Davidson (South Bay Cares, CA), Ben Davis (Vermont PIRG).

The campaign would particularly like to thank Lois Gibbs, community leader at Love Canal, who provided theoverall vision and inspiration for the Child Proofing Our Communities campaign and for this primer. The primerwas skillfully wrtten by Shannon Nally. CHEJ Science Director Stephen Lester provided technical oversight.James Tramel, CHEJ’s organizing director, coordinated the primer during its developing stages. CHEJ editorRon Nicosia copyedited the primer. CHEJ’s Barbara Sullivan did the layout , and campaign intern Janell Smithassisted with research. Without the work of these dedicated individuals, the primer would never have beencompleted in a timely and efficient manner.

For more information or to order copies of this report contact:

Child Proofing Our Communities

August 2002

This report is a joint effort of member organizations of the Child Proofing Our Communities campaign’s HealthyBuildings Committee. Child Proofing Our Communities is a locally-based, nationally-connected campaign formedto protect children from exposures to environmental health hazards in or near public schools.

Grants from the Alida R. Messinger Charitable Lead Trust No. 2, The Bauman Foundation, CS Fund/Warsh-MottLegacy, Educational Foundation of America, Mitchell Kapor Foundation, New York Community Trust, WallaceGenetic Foundation, and the Winslow Foundation fund the campaign. The Center for Health, Environment andJustice provides coordination. The Child Proofing Our Communities campaign coordinator is Paul Ruther.

c/o Center for Health, Environment and Justice - P.O. Box 6806 - Falls Church, VA 22040703-237-2249, ext. 21 - [email protected] - www.childproofing.org

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I. INTRODUCTION 1II. SPECIAL VULNERABILITIES OF CHILDREN 4III. TOXINS FOUND IN SCHOOLS AND IN BUILDING MATERIALS 6

Volatile Organic Compounds (VOCs) 6Mold 7Polyvinyl Chloride (PVC) 9Chromated Copper Arsenate (CCA) 9Asbestos 11Radon 12Lead 13Carbon Monoxide and Carbon Dioxide 13Dust 14

IV. BUILDING MATERIALS: FROM HAZARDOUS TO HEALTHIER CHOICES 15Flooring 15Paints/Surface Coverings 18Interior Wood 18

Exterior Wood 19Windows 20

V. THE INDOOR ENVIRONMENT 21Heating, Ventilation and Air Conditioning (HVAC) 21Lighting 23Integrated Pest Management 24Cleaning and Maintenance 26

VI. DESIGNING A HEALTHY SCHOOL 31Setting Goals and Objectives 31Site Selection 32Building a New School 34Renovation/Remodeling 37Portable/Modular Classrooms 39

VII. GETTING YOUR SCHOOL COMMUNITY INVOLVED 40VIII. CONCLUSION: THE SAFETY OF OUR CHILDREN IS IN OUR HANDS 48REFERENCES 52RESOURCES 56

COMMUNITY STORIESTeacher Becomes Anti-Mold Activist--Newtown, Connecticut 8Getting the Poison Out of Playgrounds--Rochester, New York 10Asbestos Contamination Shuts Down Entire School District--Brookfield, Connecticut 11Building an Energy Efficient and Healthy School--Somerville, Massachusetts 19Ventilation Problems Plague New Schools Too 21Fresh Air for Vermont Students--Newport, Vermont 22Parent Fights to Reduce Pesticide Use--Glenwood, Maryland 24Precautionary Principle Provides Protection from Pesticides--Los Angeles, California 26Living on a Landfill--New Orleans, Louisiana 33Healthy School Receives Pennsylvania Governor’s Praise--Radnor Township, Pennsylvania 35Renovation Unleashes Problems--Lockport, New York 37Good Things Happen When Children’s Health Is Placed First--Franklin County, Ohio 38Parents Organize to Rid School of Mold--Mt. Morris, Chicago 45School Receives Environmental Grants--Milton, Massachusetts 46Yesterday’s Garbage Is Today’s Environmental Crisis--Palos Verdes, California 47

Creating a safe environment for learningand for the social, athletic and artisticactivities that students participate in atschool is a goal shared by national leaders,school administrators, and parentseverywhere. This “safe environment” istypically interpreted as a zone free ofweapons, drugs, offensive clothing andbullying behavior. Measures such as strictdisciplinary policies, plain-clothed policeofficers, random locker searches, videocameras, and school uniforms have beenadopted for security.

This approach to safety, however, neglectshazards that may be more prevalent andharmful to a greater number of students. These dangers may already lurk in a schoolat its initial dedication and remain throughsuccessive graduating classes. There aredozens of chemicals that are present incarpeting, indoor wood products, vinylfloors, toilet bowl cleaners, graffiti removersand weedkillers. Many of these substancesare volatile and will offgas into the air,accumulating in well-insulated rooms orareas. The fumes from the offgassing ofthese chemicals may be inhaled. Whenchildren attend class, they may be exposedto low-level chemical mixtures about whichscientists understand very little.

We do know that there are epidemic rates ofchildhood cancers and learning/developmen-tal problems in school-aged children (CDC/NCHS, 2002; NCI, 1999). While manystudies have linked arsenic and formalde-hyde to certain cancers and have shownthat lead causes neurological problems,there are many unknowns. Most toxicitystudies are based on adult males, who cantolerate higher levels of exposure beforeexperiencing adverse health effects.

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With smaller bodies, children breathe moreair and eat more food, relative to their size,and may be harmed in different ways at

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lower doses. For example, you wouldn’tthink to give a child the same strength andnumber of aspirins as you would an adult.

Alarmingly, only an estimated 10-20% ofchildhood diseases and developmentaldisorders are attributed to genetic factors.While the remaining causes are not wellunderstood (Landrigan, 2000), we do knowthat over the past 50 years, children havebeen at risk for exposure to more than75,000 synthetic chemicals, especially the15,000 high-volume chemicals that arewidely dispersed. Less than one-half of thehigh-volume chemicals have been tested fortoxicity, and even fewer have been testedfor toxicity to children (NAS, 1984; US EPA,1998).

It is likely to take many years before scien-tific research will be able to confirm thelinks between chemical exposures and theincidence of adverse health effects inchildren. For now, the best course of actionis to limit and if possible prevent exposureto these chemicals. Rather than waiting forsynthetic chemicals to be regulated, forchildren’s sake, they should be consideredhazardous until proven safe. Parents,teachers, community members, custodians,architects and school board members canbecome public health stewards by prevent-ing the intrusion of toxic chemicals into thefabric of school buildings. This can be mosteffectively done before a school has beenconstructed, when there is time to find anuncontaminated site and to select the safestbuilding materials.

Unfortunately, the situation now is thatchildren must actually become ill, whetherit be a throat and mouth irritation, nausea,asthma or a learning disability, before we doanything. The school is then put on thedefensive. Teachers and parents are oftenheld accountable for children not succeeding

in school when, in fact, environmentalconditions at the school may deserve part ofthe blame. It has been observed, and isreasonable to expect, that environmentalimprovements will have positive results forindividual students and the school as awhole. Absenteeism may decline, students’concentration may be enhanced, and qualityinstruction time increased.

There are no federal laws governing theenvironmental health conditions in schools. The U.S. Environmental Protection Agencyhas been the most responsive agency,producing resources that individual schoolscan use to diagnose and alleviate indoor airquality problems (US EPA, 2000). How-ever, promising federal initiatives--theHealthy High Performance Schools Act andhealth and safety grants for emergencyschool renovations--have had fundingwithdrawn. As a consequence, parents,teachers, and community members muststep in to fill the void. At the local level,the communities need to galvanize andsustain efforts to prevent hazardous schoolenvironments or remediate existing prob-lems. While legislation remains elusive,perhaps the urgent need to address theseproblems will compel voluntary measuresto protect children’s health, creating learn-ing spaces where children’s abilities are notcompromised by toxins.

Constructing or renovating a healthy schoolneeds to be a cooperative effort betweenparents, students and professionals fromthe fields of architectural design andchildren’s health. Architects and engineersare adept at designing structurally soundschools. These professionals also specifywhat materials will be used in construction--from walls and shelving to plumbingfixtures. While they may fully understandbuilding integrity and durability issues,very few are trained to consider the healtheffects of the chemicals these materialscontain.

Creating Safe Learning Zones: The ABC’s ofHealthy Schools is the outcome of anationwide effort to eliminate practicesthat place children at risk from chemicalsin their environment – particularly schools,parks, and playgrounds.

This primer was prepared by the HealthyBuildings committee of the Child ProofingOur Communities campaign and is thethird in a series of reports. The otherreports are Poisoned Schools: InvisibleThreats, Visible Actions, released in March2001 (CPOC, 2001) and Creating SafeLearning Zones: Invisible Threats, VisibleActions, released in January 2002 (CPOC,2002). The campaign aims to connect localefforts across the country, raise awarenessof toxic threats to children’s health, andpromote precautionary approaches mostprotective of children.

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Child Proofing Our Communities Campaign

We see this primer as the first step inpreparing an in-depth report onconstructing, renovating, or maintaining ahealthy school. We are distributing theprimer to local school activists, PTAs,health committees and others. Theircomments will help us create a practicaland useful resource.

The chapter summaries that follow areintended to serve as a guide to the primer.

Chapter II, “Special Vulnerabilities ofChildren,” discusses why children are moresusceptible to toxins and how inadequatelythey are protected.

Chapter III, “Toxins in Schools andBuilding Materials,” explains the threatfrom the most common toxic substancesfound in schools. While the threats frombuilding materials such as lead andasbestos are subsiding, mold, vinyl, andtoxic fumes from carpeting present a newgeneration of hazards.

Chapter IV, “Building Materials: FromHazardous to Healthier Choices,” puts thehazards identified in Chapter III in context,identifying especially problematic buildingmaterials. Materials containing toxins arenot essential to the structure or furnishingof a school, and healthier alternatives areavailable.

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Creating Safe Learning Zones: The ABC’s of Healthy Schools

Chapter V, “The Indoor Environment,”discusses ways to improve indoor airquality and lighting as well as maintenancepractices that avoid the use of toxicchemicals.

Chapter VI, “Designing a Healthy School,”outlines the lengthy process of designingand renovating a school from conception tocompletion. It explains how to construct orrenovate a healthy school to avoid orminimize toxic hazards.

Chapter VII, “Organizing,” explains how tomobilize support for a healthy schoolbuilding and work with architects, schoolboards, and contractors to ensure that ourchildren’s health is protected at school.

Chapter VIII, “The Safety of Our ChildrenIs in Our Hands,” describes steps thatparents can take to identify and addresssome of the most common environmentalhealth problems in schools.

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During a critical period of their growth anddevelopment, children spend a large part ofthe day at school. To needlessly place themin settings that increase the risk of disease,hyperactivity, or lower IQ is thereforeirresponsible, especially in light of recenthealth studies that document an increasedincidence of childhood cancer and disease(NCI, 1998). Expressed first by parents,health concerns about exposures tochemicals in the environment are nowbeing echoed nationally by the USEnvironmental Protection Agency, theNational Academy of Sciences, Physiciansfor Social Responsibility and the NationalParents Teachers Association.

All these groups agree that society shouldtake steps to prevent childhood exposure totoxins that pose unnecessary health risks.Children attend school at least 180 days ayear. Taking measures to prevent childrenfrom being exposed to toxic chemicals atschool must be a critical part of any effortto protect children’s health.

What makes children especially vulnerableto environmental chemicals?

period of their lives. Because their tissuesand organ systems are still developing, theyare susceptible to environmental chemicalinfluences over an extended time.

Children move through several stages ofrapid growth and development. Growth ismost rapid from conception to age 7. Theensuing years, through adolescence, bringcontinued growth as crucial systems, suchas the reproductive system, mature.Insulation of brain nerve fibers is notcomplete until adolescence. Similarly, airsacs in the lungs, where oxygen enters theblood stream, increase in number untiladolescence (Needleman, 1994).

During these critical years, as structuresand vital connections develop, bodilysystems are not suited to repair damagecaused by toxins. Thus, if neurotoxinsassault cells in the brain, immune system,or reproductive organs, or if endocrinedisruption diverts development, theresulting dysfunction will likely bepermanent and irreversible. Depending onthe organ damaged, consequences caninclude lowered intelligence, immunedysfunction, or reproductive impairment(Landrigan, 1998).��+��

Children are more often exposed toenvironmental threats than adults and aremore vulnerable to environmentally-causeddiseases. Of small size and still developing,they take in more food, drink, and air perpound of body weight than adults do. Also,children behave like children.

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Because organ systems are still developing,children absorb, metabolize, detoxify andexcrete poisons differently from adults. Insome instances, children are actually betterable to deal with environmental toxins.More commonly, they are less able and thusmuch more vulnerable (Landrigan, 1998).For example, children absorb about 50% ofthe lead to which they are exposed, whileadults absorb only 10-15%. Their lessdeveloped immune systems are also more

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During prenatal development, infancy, andadolescence, children are growing and addingnew tissue more rapidly than at any other


Children’s natural curiosity leads them toexplore situations that could expose themto environmental hazards. For example,they may enter fenced-off areas or pollutedcreeks and streams (Bearer, 1995).

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Children’s longer remaining life spanprovides more time for environmentallyinduced diseases to develop. Exposure tocarcinogens as a child, as opposed to adultexposure, is of particular concern sincecancer can take decades to develop(Landrigan 1998).

susceptible to bacteria such as strep, to earinfections, to viruses such as flu, and tochemical toxins (Needleman, 1994).

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Children consume more calories, drinkmore water and breathe more air per poundthan adults. Their body tissues morereadily absorb many harmful substances,and outside play heightens their exposureto environmental threats relative to adults.

U.S. children ages one to five eat three tofour times more per pound of body weightthan the average adult. Infants andchildren drink more water on a body-weightbasis and they take in more air.Differences in body proportions betweenchildren and adults mean that childrenhave proportionately more skin exposure(NRC, 1993).

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Normal activities increase children’svulnerability to environmental threats.Their natural curiosity, tendency toexplore, and inclination to place theirhands in their mouths often exposes themto health risks adults readily avoid.

Young children crawl and play on theground or floor and play outside. Thesenatural proclivities expose them tocontaminated dust and soil, pesticideresidue, chemicals used to disinfect orclean, garden weed killers, fertilizers andother potentially hazardous substances.

Air pollution impacts children more readilybecause they are frequently outdoors andphysically active. They thus breathe morepollutants directly and deeply into theirlungs.

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You’re reading the local paper when aheadline in thick black letters catches youreye, “Growth Brings Need for New School.”Reading further, you discover that this newschool will be built in your neighborhood.This is the school where your children willspend many hours listening, singing,sharing information, creating art, runningand playing.

Perhaps you don’t have children that willattend school, but you work at a school oracross the street from one. Perhaps theschool is merely a big project to which yourtax dollars will contribute. Whatever yourrelationship to this school, everyone’sinterests demand and justify a buildingthat will not only foster academic successbut protect the health of students, teachersand employees.

In late summer, the “back to school” frenzykicks into high gear. Students and theirparents hurry to stores to purchasenotebooks, folders, paper, and othersupplies for the upcoming school year. Oneitem that appears annually is a box oftissues. Stockpiling begins on the first dayof school for the runny noses and coughsthat seem to be an inherent part of theacademic year. While these symptoms maybe caused by germs, often overlooked areother culprits, such as mold, or toxins incarpet glues, wood preservatives, cleaningproducts and other building materials.Toxic chemicals in these products canaccumulate in schools to be breathed, eatenor touched by students, triggering animmediate reaction or subtly harming themover long periods of time.

Building materials such as paints, floorcoverings, and sealants are often laden withtoxins that emit harmful fumes after

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children and staff have occupied the building.The heating, ventilation and air-conditioningsystem (HVAC) can transport these toxinsthroughout the school, and it can exacerbatea problem by distributing contaminationfrom one part of a school to another. Airquality further deteriorates from indoor oroutdoor pesticide applications, the routineuse of harsh cleaning chemicals, and therelease of potent ingredients in markers andpaints. Biological contaminants, such asmold and mildew, can waft through the airand quickly spread over surfaces. Thesesources create poor indoor air quality, butcan be controlled or eliminated by carefulpractices and by using effective, alternativeproducts.

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The VOC family includes a variety of toxicchemicals, some with recognizable names –formaldehyde, benzene, and toluene. Asthe name suggests, these substances arevolatile--meaning that they easilyevaporate into the air. VOCs aredangerous to people since they canaccumulate indoors and can be readilyinhaled.

VOCs can cause short-term or long-termhealth effects, depending upon the toxicproperties of the substance, length ofexposure, the VOC concentration, and theindividual’s susceptibility. Symptomsassociated with exposure may occur for ashort time (acute) or last for long periods(chronic) and perhaps, permanently. Acuteeffects include nose and throat discomfort,headache, shortness of breath, nausea,dizziness, and fatigue. Cancer and damageto organs and the central nervous systemare examples of chronic effects that begin to

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Mold, sometimes called the “new asbestos,”looms as a tremendous problem. The cost ofmold infestation in schools is formidable:health problems, disrupted learning time dueto school closings or relocations, and theprice of fixing the problem.

Approximately 1,000 species of mold exist inthe United States (NYC DOH, 2001).Moisture is the key to mold growth. Indoormold typically grows in damp or wet areassuch as bathrooms, basement walls, aroundwindows, and near leaking water pipes orfaucets. Common sources or causes ofmoisture problems include roof leaks,deferred maintenance, condensationassociated with high humidity or cold spotsin buildings, localized flooding due toplumbing failures or heavy rains, slow leaksin plumbing fixtures, malfunctioning orpoorly designed humidification systems,uncontrolled humidity in hot, humidclimates, and damaged or failed gutters anddrainage systems (US EPA, 2001). Ceilingtiles, carpeting, drywall, and insulation canserve as food sources for molds, whichrequire dead or decaying organic matter tosurvive.

Molds produce tiny spores for the samepurpose that many plants produce seeds – toreproduce. These tiny spores can be found inboth indoor and outdoor air. When theysettle on wet surfaces, they quickly begin togrow, digesting whatever they are growingon, eventually destroying the surface. Somespores can easily be resuspended by airmovement while others are “sticky” and canmove only by direct contact. Somecompounds produced by molds are volatileand can evaporate from a surface. Thesesubstances can be the source of the strongodors commonly associated with molds.

develop during exposure but appear yearslater (US EPA, 1995).

VOCs are found in paints and paintstrippers; carpeting; pressed wood used indesks, shelving and wall materials;cleaning supplies, glues, caulks, andadhesives; and pesticides. Formaldehyde,for example, is used in the glue that holdswood fragments together to formparticleboard, plywood, and fiberboard (seeChapter IV). Sixty percent of the totalcontent of oil/alkyl paints can be VOCs,added as carriers for the pigment (Bower,1993). The adhesives used between thelayers of carpeting, backing, and thesubfloor emit VOCs.

Brand new products contain higher levelsof VOCs that are slowly released over timeinto the surrounding air. In heat andhumidity, VOCs evaporate more easily.Tight, energy efficient buildings tend totrap VOCs, allowing the vapors toaccumulate indoors. VOC-containingmaterials should be well ventilated beforeinstallation to allow as many toxins aspossible to escape. However, the length ofthis airing-out period depends on theproduct. Some VOC levels, such as those inlatex paints, fall significantly after a fewweeks, while others, in wood products andcarpeting, persist for years. Airing outVOC-containing materials will reduce butnot eliminate VOC fumes.

Many of the VOC-containing buildingmaterials have safer counterparts such aspaints that have low or zero VOCemissions. A synthetic, low offgassingsealant or shellac may help prevent VOCsfrom escaping into the air from materials inthe classroom. However, the most prudentroute is to avoid the use of materials thatcontain VOCs when safer options areavailable.

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Indoor mold problems have become morecommon since the 1970s and the advent oftightly sealed energy efficient buildings. Thelack of exchange between indoor and outdoorair allows dampness to collect on somesurfaces. When spores land on these“reservoirs,” mold can grow uncontrollably.Heating and air conditioning systems canexacerbate mold growth by spreading sporesthroughout a building and depositing themon “fertile ground.” Buildings with elevatedrelative humidity (greater than 45-50%)present an optimal environment for fungalgrowth, especially if there is an abundance ofabsorbant material, such as carpeting, paper,and pressed wood. These materials absorbmoisture from the air, promoting moldgrowth.

All molds have the potential to cause healtheffects. Molds produce allergens, irritants,and in some cases toxic substances calledmycotoxins. More than 200 mycotoxins havebeen identified. Stachybotrys chartarum(also called Stachybotrys atra), which is oftenfound in indoor environments, produces avariety of potent mycotoxins, includingsatratoxin. Exposure to molds or moldspores can trigger a wide range of reactionsincluding headaches, breathing difficulties,skin irritation, allergic reactions,aggravation of asthma symptoms, bloodynoses, and eye irritation (US EPA, 2001).

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The extent of the response and the degree ofsymptoms depends in part on the types ofmold present, the extent of exposure, theindividual’s age, and their existingsensitivities and allergies. Presently, thereare no national standards or guidelines thatdefine a “safe” level of mold in air. As aresult, air sampling to detect the presence ofmold spores is not routinely done in schools.Fungal loads also vary substantially overtime.

Ideally, preventative methods should be inplace to thwart mold growth. Custodians,staff, and students can be responsible for

reporting leaks or moisture buildup. Wetareas should be dried or removed sincemold growth can set in after just 24 to 48hours. Existing mold must be dealt withpromptly by trained experts. In allsituations, the underlying cause of the


Newtown, Connecticut—In June, 1998 JoellenLawson, a twenty-three year career specialeducation teacher, educational consultant, andseminar leader found herself in a hospitalemergency room after removing mold-contaminated materials from her classroomclosets at McKinley Elementary School in Fairfield.Her exposure to mold mycotoxins left her unableto work and she was forced to accept a disabilityretirement. Two years later, McKinley waspermanently closed due to pervasive moldcontamination, but not before over fifty otherstudents and school staff reported healthcomplaints such as migraines, seizures, severeasthma attacks, and chronic sinus infections.

In response to the publication of her story in NEAToday magazine, Joellen began to make contactswith other teachers and parents of sick childrenwith similar horror stories about mold. Turningher tragedy into action, she testified before theConnecticut General Assembly to promote indoorair quality (IAQ) legislative initiatives. To ensurethe passage of effective IAQ legislation nextsession, she has joined with concerned teachers,parents and medical professionals to form theCanary Committee, a grassroots political actiongroup. Despite poor health, Joellen continues towork to ensure that others won’t have to gothrough the same hell. “Networking andsupporting other afflicted teachers and parents ofsick children has been the most healing andempowering part of this experience,” she explains.

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PVC products also pose threats. A studypublished in the American Journal of PublicHealth showed that children exposed to PVCflooring in nurseries, bedrooms, and otherrooms have an 89% higher risk of bronchialobstruction due to the offgassing ofplasticizers (Jaakkola, 1999). The long-termhealth risks associated with plasticizersinclude immune system damage, asthma,reproductive problems, and cancer.Moreover, if there is a fire and PVCmaterials burn, extremely toxic gases, suchas furans and dioxins, will be released.

While PVC is cheap and easy to install, itstoll on the environment and human health isharsh. Alternative materials are availableand vary depending on the intended use.Flooring options, for example, include wood,cork, and linoleum while alternative pipingmaterials include copper, clay, andgalvanized steel. Greenpeace has compiledan informative resource that describes thealternatives to PVC building products(Greenpeace, 2002).


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PVC, or vinyl, is a fine, white powder towhich petroleum-based plasticizers(phthalates) and stabilizers (lead, cadmium,organo-tins) are added for flexibility,strength, and heat resistance. In schools,PVC is used in piping, flooring, carpetfibers and backing, windows and doorframes, vinyl siding, blinds, electricalcables, and wall coverings.

The greatest concern about the use of PVCmaterials is the pollution generated duringmanufacture and disposal (Greenpeace,1997). PVC manufacturing is based onchlorine, which releases dioxins whenheated or ignited. Dioxin is one of the mosttoxic substances ever tested. It causescancer, reproductive and developmentaleffects, and can disrupt the hormonal,immune, and neurological systems. Thistoxin, which builds up in fatty tissue, is alsoreleased when PVC is incinerated. Thecreation and disposal of PVC is mostharmful to exposed workers andsurrounding communities since thechemicals may contaminate soil, water andair (HB, 2000).

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Chromated copper arsenate (CCA) is a woodpreservative made with arsenic, chromiumand copper that is intended to reduce damagefrom insects, mildew, and fungi. Thispesticide mixture, which is 22% pure arsenic,is forced into the wood under pressure. CCAdoes not permanently bind to the wood butleaches into surrounding soil, offgasses intothe air and rubs off on skin, clothing, andshoes. This “bleeding” may continue for yearsafter the wood has been set outside (EWG,2001).

CCA-treated wood is common in playgroundequipment, picnic tables, gazebos, and otheroutdoor equipment. The freshly treated woodhas a greenish tint. Unless it is cedar orredwood, which remain untreated, most

moisture accumulation must be eliminatedor the mold growth will continue. The goalof any remediation should be “to remove orclean contaminated materials in a way thatprevents emission of fungi and dustcontaminated with fungi from leaving awork area and entering an occupied ornonabatement area, while protecting thehealth of the workers performing theabatement” (NYC DOH, 2000).

The US EPA (2001), the city of New York(NYC DOH, 2001 and NYC DOH 2000), andthe state of California (CDHS, 2001) offerexcellent resources on how to investigateand remediate an indoor mold problem.

outdoor wood in the U.S. is treated withCCA (US CPSC, 2002). CCA is also usedindoors in new construction for any woodthat comes in contact with the ground orthat is placed above brick and blockfoundations.

Children absorb arsenic through the skinby touching the wood, or they ingest it byputting their hands in their mouths aftertouching the wood or eating food off a CCA-treated picnic table.

Arsenic is recognized as a human poisonand causes a wide range of adverse healtheffects. The immediate effects of exposureto high levels of arsenic include seizures,nausea, vomiting, abnormal heart rhythm,and blood vessel and permanent nervedamage. Ingestion of a large amount cancause death. Long-term effects includecancer of the lung, bladder, and skin(ATSDR, 2000).

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Rochester, New York—Two years ago, Judith Braiman, a long-time consumer rightsactivist, became concerned about her grandchildren playing on public playgroundscontaminated with arsenic from the chromated copper arsenate (CCA) used to treatwood. When she and other members of Rochestarians Against Misuse of Pesticides(RAMP) began testing the playgrounds in Rochester and surrounding communities,they found high levels of arsenic contamination. Last October, RAMP held a pressconference to announce that most Rochester playgrounds contained unsafe levels ofarsenic and to call on the State Health department to test all New York playgroundswith CCA-treated wood. Following the press conference, several playgrounds wereclosed and state-wide legislation was introduced to clean up arsenic-laced playgroundsand ban the use of pressure-treated wood in new playgrounds. The legislation haspassed through the New York Senate and Assembly and is currently awaiting GovernorPataki’s signature. Meanwhile, RAMP continues to test playgrounds and has foundthat even where the pressure-treated wood has been resealed, Rochester playgroundscontinue to have unsafe levels of arsenic.

After health and envionmental activistsexposed the potential health risks tochildren and launched a campaigndemanding that major home-product storestake the contaminated wood off theirshelves, the industry and US EPA came toan agreement to phase out some uses ofCCA by December 31, 2003 (US CPSC,2002). The ban will cover wood used fordecks and patios, picnic tables, playgroundequipment, walkways and boardwalks,landscaping timbers, and fencing.However, until that date, existing suppliesof CCA-treated wood can continue to besold and used.

The Environmental Working Group haspublished a resource on arsenic-treatedwood and children’s health called PoisonedPlaygrounds (EWG, 2001). The US ProductSafety Commission has published a usefulquestion and answer fact sheet on CCA-treated wood (US CPSC, 2002).


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Asbestos is a very thin and lightweightmineral fiber that can remain suspended inthe air for a long time. Asbestos is mostlikely to be found in schools that were builtduring or before the 1970s. Used forinsulation and fire retardation, asbestos istypically found in insulation around pipes,ductwork and boilers; on surface materialssprayed for fireproofing or insulating; inceiling tiles, floor tiles, and wall boards;and in caulking, adhesives, and glues.Asbestos is particularly dangerous becausethe nearly invisible particles can be inhaledand settle deep in the lungs. Symptoms ofasbestos exposure may not show up untilyears later in the form of lung cancer,mesothelioma (cancer of the chest andabdominal linings), and asbestosis (scarringof the lungs). Children are at greater riskfrom asbestos harm because they havehigher respiration rates, and asbestos fibersremain in their bodies for longer periods oftime.

Asbestos materials do not becomehazardous until they are “friable”-- i.e.,they crumble or become powdery, whichresults from handling or applying gentlepressure. Improper cutting, sanding,renovation activities, and general wear andtear can release fibers into the air.

The 1986 Asbestos Hazard EmergencyResponse Act (AHERA) requires schools toinspect for asbestos and, if found, todevelop a management plan to control theasbestos. Each school district appoints an“AHERA-designated person” to implementthe management plan, which must beavailable for review upon request. Inaddition, the local education agency mustinspect schools for asbestos, safely maintainthe asbestos, take action to remove orencapsulate it, if necessary, and notify thepublic at least once per year of asbestos-related activities at each school. The

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Brookfield, Connecticut—Music teacher MargaretFitzgerald and her colleague Lynn Orzolek at theHuckleberry Hill Elementary School (HHES) hadcomplained for years to the school administration aboutthe problems with dust, dirt, mold and ventilation in theirclassroom. Each day, in order to teach in the room,they sprayed, sprinkled and spread carpet freshener tocover up the odor in the room and then vacuumed itthoroughly.

In 2000, during renovation work at the school, severalparents began looking into irregularities with the district’sAsbestos Management Plan. After asbestos ceiling tileswere removed from the school, pressure from parentsresulted in testing that revealed high asbestos levels inschools throughout the district. One of the asbestos“hot spots” was right outside Margaret and Lynn’sclassroom. The school board and superintendentmaintained that the schools were safe and beingproperly cleaned, rebuffing parents’ efforts to get thedistrict to move aggressively to reduce asbestos levels.

In May of 2002, Kathy Hulce, one of many parentsfrustrated with the asbestos policy, had dust from themusic classroom tested for asbestos. When it cameback positive, Margaret, without the knowledge of theschool administration, followed up by having a localenvironmental firm do micro-vac samples in the musicroom. These tests showed that asbestos levels in theclassroom were extraordinarily high. Shortly thereafter,tests by both Margaret’s independent environmentalassessor and the school district resulted in the closingof HHES for further testing and cleaning.

At a public forum following the school’s closure, parentsdemanded that all the district’s schools be tested—whichled to the closing of all four schools due to asbestoscontamination. Brookfield is now spending over $4million to clean up its schools, leaving parents wonderingwhat would have happened if Kathy and Margaret hadn’tacted on their own to find out the truth about asbestosat HHES.

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The major risk from radon is lung cancer.Radon gas latches onto airborne particlessuch as dust, which are then inhaled.These small particles are carried deep intothe lungs, emitting radiation into thesurrounding tissue. Radon-contaminatedwater, when heated for showering, bathing,washing and cooking, releases gas vaporsthat can be inhaled. Children areparticularly sensitive to radon because theybreathe more quickly and receive a higherdose than an adult exposed at the samelevel (US EPA, 1992).

Radon contamination, however, is notwidespread and is easily detectable andpreventable. The EPA recommends butdoes not mandate radon testing. In areasprone to radon problems (this informationcan be provided by state radiation healthdepartments), the indoor levels of this gasshould be closely monitored. Qualifiedtesting contractors who meet EPA’s RadonMeasurement Proficiency (RMP) Programrequirements will carry an RMPidentification card. The EPA hasestablished a Radon Contractor ProficiencyProgram to certify people to evaluate radonproblems and help with a remediation plan(US EPA, 1995).

Your state radon office has a list of thesecontractors and may have information onavailable financial resources to defrayexpenses. Local school districts may alsoprovide information on any radon issuesthey have confronted.

Prior to school construction, assess whetherradon might become a problem and takepreventive steps to avoid sky-highcorrection costs. Soil at the proposed siteshould be tested for radium and uranium.Radon gas can be prevented from enteringa building foundation by installing a seriesof pipes running through a concrete slabfoundation. The soil gases will collect in


overall effectiveness of the asbestosmanagement program largely dependsupon the “designated person.” Thisindividual does not have to be accredited orhave graduated from a training program,but should, according to AHERA, haveadequate experience (Miller, 1995).

Regular inspections, by a local authority,are required to ensure that all asbestos-containing materials in the schools are notdeteriorating or crumbling. Asbestos thatis not friable is best left in place sinceremoval increases the risk for exposure.Where damage has occurred, repair shouldfollow promptly. Spraying a sealant overthe material or placing a barrier around itcan stop or minimize exposure until theasbestos is removed.

Ideally, students and staff should not be inthe building when removal occurs. Onlyexperienced workers should handle theasbestos removal. Some states have theirown training and certification program forasbestos removal contractors. The US EPAis a good resource for information aboutasbestos contractors by state. If there is anestablished program in your state, onlycertified contractors should be workingwith asbestos on school property.

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Radon is a gas that is naturally present atlow levels outdoors but may reach harmfulconcentrations in tightly sealed buildings ornear uranium mining activities. Invisibleand odorless, radon forms when uraniumdecays in soil or rock. Areas of the countrythat lie above undisturbed uranium beds aremore prone to higher background levels ofradon. Radon becomes problematic forschool children and staff when it seeps intothe school’s water supply or through cracks inthe foundation, floors, walls and otheropenings near or below ground level andaccumulates inside schoolrooms.

should be inspected to assess the likelihoodfor lead exposure. Air and dust should betested regularly and, if necessary, the leadmaterials should be removed and replaced.

Ideally, children should not be in a lead-contaminated building during anyremediation, renovation, or constructionactivities. Some paint removal techniques,such as sanding and scraping, grind thelead to a fine dust and create a dangerousincrease in air lead levels. Puncturing ortearing out walls and opening and closingpainted windows can produce inhalablelead dust. Any maintenance work in areascontaining lead-based paint should bescheduled when school is not in session,and the areas should be isolated to preventthe spread of lead dust.

Taking samples from every faucet andfountain can reveal the presence and extentof drinking water contamination. Leadmay leach into drinking water fromcorroding pipes, solder used to connect thepipes together, or lead-lined water coolertanks. As recently as 1988, lead solder wasused to bond copper plumbing (Miller,1995). If lead exceeds safe levels, thedangerous plumbing should be removedand replaced with more stable materials,such as copper or galvanized steel and lead-free solder.


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Carbon Monoxide (CO) is a colorless andodorless gas that forms when fuel, such asgas, oil or kerosene, is burned.Malfunctioning furnaces, boilers, cookingequipment, and vehicle exhaust can spewharmful levels of CO into the air. When aspace is poorly ventilated, CO gasaccumulates and has varying healthconsequences. Breathing carbon monoxide

the area of low pressure within the pipesand a fan, placed beneath the slab, willdraw the gases away from the foundation(Miller, 1995).

The US EPA maintains radon mapsshowing the risk for radon contaminationat the county level. This agency alsomaintains a list of state radiation healthdepartments (US EPA, 1992).

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One of the environmental health successstories of this century has been the removalof lead from gasoline and paint, causingblood lead levels to decline by 94% between1976 and 1997 (CDC, 1997).

Lead, however, remains a concern in schoolbuildings, especially those dating to the1970s and earlier. The sources of leadinclude plumbing, chipped and peelinglead-based interior paint, contaminated soilfrom exterior paint or vehicle exhaustfumes, and dust that is generated whenpainted surfaces containing lead rubtogether, such as windows.

If ingested or inhaled, lead can be carriedby the bloodstream to organs and tissuesthroughout the body. In some instances,such as lead in gasoline, lead can beabsorbed through the skin. Children areespecially vulnerable to lead, which canaffect the brain and nervous system, lowerIQ levels, delay physical development,shorten attention spans and increasebehavioral problems (US EPA, 1995). Someeffects on the central nervous system maybe permanent.

Due to lead’s widespread notoriety, leadhas been banned in paint and its use inbuilding materials has fallen sharply. Iflead is present in a building, the building

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can contain plant and animal materials,such as cotton, wool, feathers, and animalhairs, from materials used in the home;stuffing from mattresses, pillows, andupholstered furniture; human skin scales,animal dander, insect parts, mold,bacteria, viruses and pollen; andcontaminants from tobacco smoke,cosmetic powders, and cleaning products(OSUE, 1996). Inhaling these substancescan cause allergic reactions in somechildren.

Dust can also contain a wide range of toxicsubstances. Researchers have identifiedsome 30 different chemicals in dustsamples, including many known to causecancer in people or animals (Roberts,1999). Dust can include cadmium, lead,and other heavy metals, as well aspesticides, polycyclic aromatichydrocarbons (PAHs), polychlorinatedbiphenyls (PCBs), phthalates and otherpersistent organic pollutants. If truckloadsof dust with the same concentration oftoxic chemicals that can be found in mostcarpets were deposited outside our homes,these areas would be considered hazardouswaste dumps (Ott, 1998; Roberts, 1999).


interferes with the blood’s ability to carryoxygen to the body’s organs and can cause arange of symptoms depending on how muchCO is present, how long it has been there,and the overall health and age of the personexposed. Low levels of CO gas can result indizziness, headache, weakness, fatigue,nausea and vomiting, while high doses canbring on a coma and heart and lung failure(NSC, 1999).

Carbon monoxide poisoning usually can beavoided with the proper care and use of fuel-burning equipment and adequate indoor/outdoor air exchange. Entrance ways andvents placed away from traffic areas canprevent vehicle exhaust from entering theschool (NSC, 1999). Carbon monoxidedetectors that meet the UnderwritersLaboratories or similar standards are not asubstitute for preventive measures andshould only be used as a secondary line ofdefense. Though much improved in recentyears, these devices are not perfect. Theyare not sensitive to low levels of CO and falsealarms can be a problem (Donnay, 2000).

The burning of heating fuels can alsoproduce carbon dioxide (CO2), anotherodorless gas. When the indoor/outdoor airexchange is stagnant, carbon dioxide levelsrise. Poor air exchange in a room or buildingcan also lead to CO2 buildup from therespiration of people using the space. Abovea certain threshold, mental clarity begins tosuffer. A continuous, plentiful supply offresh outdoor air prevents carbon dioxidebuildup and supports an environmentconducive to instruction and learning.

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Common dust is often thought of as littlemore than a nuisance, unsightly perhaps,but hardly a health hazard. Dust,however, is not merely the innocuous dirtthat kids like writing their names in. Dust

Chap te r IV��

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Healthier building materials are available.However, it often requires some work tofind out about the best alternatives tocommonly-used toxic products. Thischapter reviews some of the materials thatcan be used for large surface areas inschools – floors, walls, and furnishings.There are several good resources, includingthe book Prescriptions for a HealthyHousehold (Baker-Laporte, 2001) and theCollaborative for High PerformanceSchools’ (CHPS) Best Practices Manual(CHPS, 2001), which we have relied on forour discussion of healthier constructionmaterials. Additional resources arementioned at the end of several sections.

When weighing options for buildingmaterials, estimates need to include thecost of maintaining the materialthroughout its life as well as the upfrontcosts. What needs to be done with thematerial to keep it in top shape? Howfrequently? What supplies are needed?These factors must be taken into accountfor an accurate estimate of the true cost of aproduct.

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Wall-to-wall carpeting is a popular choicefor flooring, but it is not the healthiest.School carpets are usually tufted nylonattached to a backing with latex (Miller,1995). The installation requires glues,synthetic fiber backing and pads, all ofwhich can introduce pollutants into theenvironment. Even after installation andairing out, carpeting can still pose problemsby becoming a reservoir for dust, mites,mold, pesticides, and chemicals tracked inon shoes.

Area rugs offer very little advantage overwall-to-wall carpeting. All carpeting actslike a magnet to collect and hold moldspores, dust, and other contaminants fromthe air. Area rugs can also be a significantsaftey hazard. Smaller, light-weight rugseasily slide, presenting a significanttripping, slipping, and falling hazard.(FCDBH, 2001). Larger area rugs may alsoroll or slide. Tape is often used to securearea rugs to the floor, but doing this makesit difficult to clean under the rug and toclean the rug itself.

Carpeting and carpet installation materialcan contain up to 120 chemicals, many ofthem toxic (Duehring, 1996). New carpetsmay emit fumes, some with distinct odorsfrom volatile organic compounds (VOCs)such as 4-PC (4-phenylcylohexene), toluene,benzene and the chemicals in the fungicidaland stain-proofing treatments applied tosome carpets. Typically, the VOC levelsdecrease substantially several months afterinstallation, but they may persist for a yearor longer. The offgassing chemicals in newcarpeting may trigger ear, nose and throatirritation, headache, nausea, fatigue,rashes, respiratory problems, asthma andmultiple chemical sensitivity (Miller, 1995).Regular carpet maintenance also requirescleaners and shampoos that often containtoxic solvents.

In response to concerns about the healtheffects attributed to carpeting, the Carpetand Rug Institute, which represents 95% ofthe industry, launched the Green TagProgram in 1992. The label on the rugclaims that after measuring the levels ofcertain substances, such as 4-PC and totalVOCs, the carpet has met indoor air qualitytesting criteria. The Green Tag label,however, does not mean that the carpet issafe since the carpet has not been tested for

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all chemicals. Moreover, industry has notsought to obtain independent safetystandards for these chemicals (Baker-Laporte, 2001).

There may be some locations wherecarpeting may be appropriate, such aslibraries and music rooms. If a carpet mustbe installed, there are several ways toreduce the toxins entering the school.Carpets should be chosen that have not hadstain-resistant, fire-retardant or pesticidetreatments. Untreated, natural fibercarpets such as wool or cotton are the bestchoices (Duehring, 1996).

Carpet backings are notorious for causingadverse health effects. To minimize thepotential problems, avoid backingscontaining polyvinyl chloride (PVC),styrene, butadiene and rubber. Jute, anatural fiber, provides a naturally durablesurface that does not require toxictreatments to endure heavy traffic(Duehring, 1996).

Carpet installation is least problematic atthe beginning of the summer, whenstudents and staff are away and won’t bereturning for several months. Once thecarpet has been laid down, the buildingneeds to be well ventilated with fans todraw the fumes outside.

Regular cleaning of carpeting is importantfor maintaining clean air. The carpet fibersact as a sink, trapping pollutant particles.However, data from the Carpet and RugInstitute indicates that it takes four passeswith a vacuum to remove “a satisfactoryquantity of soil” from the surface of the rug(CRI,2002). The rest stays andaccumulates in the carpeting. Fewcustodians are aware that they need to passthe vacuum over carpeting four times to doa thorough cleaning, and fewer still wouldhave the time to do it

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Concrete, wood, terrazzo, and ceramic tilesare examples of hard flooring offeringseveral opportunities for safer schoolconstruction. While the installation processis not hazard-free, these floors emit farfewer toxins once they are laid down, andthey last for many years. Concrete mayseem dull, but pigments can added forcolor, and brick or cobblestone patterns canbe used to give the concrete a differenttexture. Concrete holds up very well inhigh traffic areas such as hallways,cafeterias and foyers. Concrete can befinished with a sealant and wax, whichrequire periodic reapplication.

Solid wood floors are usually reserved forgymnasiums or special areas. Thismaterial costs more upfront, but its naturaldurability reduces the need for preservativechemical treatments and reinstallations.The lifespan of a wood floor is expected tobe at least 38 years (CHPS, 2001). If thecosts are prohibitive, consider wood floorsfor areas where students spend a majorityof their time, such as the classrooms.

A material with similar benefits andappearance to wood is bamboo. A type ofgrass, bamboo creates a surface that ismore durable than hardwood--12% harderthan rock maple.

Wood and bamboo are nailed or glued to asubsurface and then sealed for protection.Nailing is preferable since most adhesivescontain harmful solvents. If adhesives areused, solvent-free or 100% siliconeadhesives are better (Baker-Laporte, 2001).Selecting a safe topcoat sealer is especiallyimportant because porous materials such ascarpeting or fabric-covered wallboards willabsorb toxic vapors from freshly sealedfloors. A clear water-based sealer with no

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or low-VOC emissions is a good choice.Natural sealers, such as those with linseedoil, are the least toxic, though linseed has astrong odor during and shortly after theapplication.

Ceramic tiles are made from combinations ofdifferent earth materials, such as shale, clay,and gypsum, which are fired into a hard,non-reactive surface. Ceramic tile isnaturally resistant to moisture buildup andcan prevent mold and mildew problems. Thetile may be glazed or unglazed, but the glazeholds up better under heavy foot traffic anddoes not require a sealer. Imported ceramictiles, however, may contain lead orradioactive metals in the glaze (CHPS, 2001).The tiles are laid in a mortar bed thatsecures them to the floor after drying. Groutis a porous mixture that runs between theindividual tiles and should be sealed forresistance to water and staining.

All of these installation materials--mortars,grouts and grout sealers--can be a source oftoxic chemicals. Specify water-based/acrylicand low-VOC mortars and sealers. Thegrout should be free of harmful additives,such as fungicides.

Terrazzo is a polished surface made of rockchips, such as granite or marble, which areincorporated into a cement or epoxy mixture.For a long-lasting surface for high-trafficareas, cement-based terrazzo is an excellentchoice. The epoxy terrazzo, however, shouldbe avoided since it contains several toxicchemicals. Terrazzo should be coated with awater-based sealer (CHPS, 2001).

The California High Performance Schools’Best Practices Manual, Volume II provides agood overview of various flooring materials(CPHS, 2001).

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Composition flooring includes vinyl, the mostpopular material, and synthetic rubber, aswell as healthier materials, such as cork andlinoleum. Composition flooring comes inrolled sheets and tiles and may be quite softdue to added plasticizers, such as phthalatesin PVC, which offgas readily.

Steer clear of vinyl and synthetic rubbersheet materials for any cushioned floorcovering. These surfaces can emit chemicalfumes long after installation (See section onPVC in Chapter III). Airing out the vinylcomposition tile (VCT) in a warehouse toallow the fumes to dissipate beforeinstallation would be one way to address theproblem. This, however, would be a time-consuming activity since VCTs are packagedin stacks; the tiles would have to beindividually laid out prior to arriving at theconstruction site.

Cork is a viable alternative to vinyl thatprovides some cushioning underfoot. Thismaterial, harvested from trees, is pressedinto tiles that may be finished and stainedlike wood surfaces. Cork floor tiles are moldresistant, thermal insulators and soundabsorbent. A water-based adhesive cansecure the tiles to the subfloor, and a linseed-based sealer will strengthen the cork andprovide water resistance. Once they aresealed, cork tiles require vacuuming or dampmopping for maintenance.

Linoleum, made from flaxseed oil, woodpowder and jute, contains no petrochemicalsor plasticizers. Available in sheet or tileform, linoleum is naturally antimicrobial andantistatic and strengthens with age. Theaverage lifespan of a properly installed, well-maintained linoleum floor is 30-40 years.Linoleum requires regular upkeep, includingvacuuming and wet mopping, but not asmuch as vinyl composition tile (Wilson, 1999).While linoleum does have a characteristicodor, this can be masked with a water-basedsealer.



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These materials are divided into solvent(oil) or latex (water) based. Latex productsare considered less hazardous only becausethey contain smaller amounts of harshingredients. Petroleum-based (oil/alkyl)paints can contain up to 60% VOCs whilewater-based paints will have up to 10%VOCs (Bower, 1993). Water-based paints,however, often contain biocides (essentiallypesticides) added as preservatives to wardoff mold and mildew. Low-biocide (95% freeof preservatives and fungicides) and VOC-free paints are available.

These additives, including biocides, maycause adverse health effects. It can bedifficult to uncover the identity of theseingredients because information is oftenconsidered proprietary. Green Seal, anindependent, nonprofit, standard-settingorganization has evaluated coatings forVOC emissions, heavy metals and 21 toxiccompounds and identified healthier options(Green Seal, 1993). Oil-based productsderived from natural plant oils, such aslinseed, are generally better and usuallyfree of other harmful additives (Baker-Laporte, 2001). Be aware that someproducts may be less durable, requiringmore coats or frequent applications, whichcan undermine “environmentally friendly”claims. Oil-based paints have generallybeen regarded as longer lasting, but latexpaints today often have comparabledurability.

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Particleboard, plywood, and medium densityfiberboard (MDF), are formed by pressingsmall pieces or sheets of wood together witha formaldehyde-based glue. MDF andparticleboard are used for flooring, roofing,walls, cabinetry casing, shelving and doors,

drawer fronts, and furniture tops. Plywoodused to be the primary choice for interiorwood subflooring, walls and roofing, butmost builders today are using MDF andparticleboard due to lower costs. Thesematerials, however, pose a greater riskthan plywood. MDF and particleboard aremade from very small pieces of wood,requiring more glue to form a solid sheet.

These formaldehyde-containing woodproducts are made with one of two types ofglue: a mixture of formaldehyde with ureaor a mixture of formaldehyde with phenol.The urea formulation releases formalde-hyde when exposed to heat and humidityand thus generally releases substantiallymore formaldehyde than the phenol mix-ture, which forms a stronger bond with theformaldehyde (EWG, 1999). Most of theparticleboard, plywood, and fiberboard soldin the U.S. use a glue mixture of formalde-hyde and urea (CEH, 2002).

The air in portable classrooms, which haveformaldehyde-containing wood in theflooring, wall paneling and ceiling, is proneto contain high levels of formaldehyde.These tight structures usually have fewwindows and poor ventilation systems todissipate the offgassing fumes (Ross, 1999).See the discussion of portable classrooms inChapter VI.

There are healthier alternatives to usingformaldehyde–containing wood products.Formaldehyde-free particle and fiberboardis available, although it is more expensive(EWG, 1999). One alternative product isMedex and Medite II made by SierraPine.This product uses a polyurea resin matrixadhesive rather than urea or phenolformaldehyde. According to themanufacturer, “There is almost noformaldehyde out-gassing…” and theformaldehyde that is in the product islimited to natural formaldehydes that arecontained in the wood prior to manufacture(EBN, 1992).

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The most common wood preservative usedin the U.S. is chromated copper arsenate(CCA). As discussed in Chapter III, CCA-treated wood is found everywhere wood isused outdoors: playgrounds, picnic tables,fences, decks, and foundations. Arsenicleaches out of the CCA-treated wood whereit can be absorbed or ingested by children.

Healthier options to CCA-treated woodexist. The most common alternative isalkaline copper quat (ACQ) which is amixture of copper and didecyl dimethylammonium chloride (EWG, 2001). Otheroptions include copper boron azole (CBA)and copper citrate (CC). Research studiesindicate that the toxicity of ACQ isrelatively low compared to CCA (Solo-Gabrielle, 2000), though recent testsindicate that copper does leach out of ACQ,as well as CBA and CC, at much higherlevels than from CCA. This presents aproblem because copper is considered to be


Other alternatives include wheat strawboard and salvaged wood. Wheat strawparticleboards are made using wheat fibersin place of wood fibers. One product, madeby Natural Fiber Boards, mixes choppedwheat straw with a non-formaldehyde(MDI) resin and presses the mixture intopanels (EBN, 1995). A Green Seal reporton wallboard, fiberboard, and flooringevaluates this and other alternatives toformaldehyde–containing wood products(Green Seal, 1996).

If a board with formaldehyde must be used,it should be coated with at least 3 coats ofsealant to reduce offgassing. Somehospitals and libraries have usedformaldehyde–free particleboard, aprecaution that makes obvious good sensefor schools as well (EWG, 1999).

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Somerville, Massachusetts—When the Somerville schooldistrict began planning for a citywide early educationcenter, Mayor Dorothy Kelly-Gay challenged the city’sproject manager, Mike Foley and HMFM architect DougSacra to design an energy efficient school that wouldreduce costs, improve learning conditions, and enhancethe health of children and staff. The city married thisproject with a renovation of a public park in a dense urbanneighborhood.

Under a state mandate to replace all recreational spaceencroached upon by the building, the city bought 12 lotsadjacent to the site. Asbestos was abated, houses weredemolished, and PCB-contaminated soil was removed.Although lead levels in the existing topsoil were underthe allowable levels set by the Department ofEnvironmental Protection, the soil was replaced as partof the mayor’s “best environment for our children” position.The city renovated the park to provide soccer fields, abasketball court, community gardens, and playgroundswithout arsenic or chromium wood preservatives.

The designers included a number of features to ensuregood indoor air quality. Continuous under-slab insulationand a thermally improved exterior envelope will reduceopportunities for condensation, which leads to moldgrowth. A continuous air barrier is provided throughoutthe building’s shell that eliminates uncontrolled airleakage. Fiberglass acoustic ceiling tiles will prevent moldgrowth, as well as improve the sound absorption by 80%.Materials with minimal offgassing, including low-VOCpaints and adhesives, were used.

To reduce energy and maintenance costs, the design teammodeled many energy conservation measures to createa truly high performance facility. These improvementsare projected to reduce the energy use by 35% comparedto a facility that just meets code. The building will savethe city $53,000 per year in energy costs and has alreadygarnered utility rebates over $100,000. It will also reducegreenhouse gas production by 278 tons annually. Inaddition, a solar-panelled roof, funded through a grantfrom the Massachusetts Technology Collaborative, willgenerate clean electricity.

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Windows affect more than the thermaland lighting conditions in a school; theyalso play an important role in the healthof teachers and students in theclassrooms.

Depending upon the placement of thewindows and the materials that go intothem, heat gain or loss and glare can beminimized. High-quality, triple-glazedwindows are recommended for thermaland moisture control and to promoteenergy efficiency and reduce heating andcooling costs. “Low-e” (low emissivity)glazing is a metallic coating applied toglass that reduces the transmission ofheat between indoors and outdoors, whileallowing high or low amounts of solarlight to get through. Windows that openand close allow greater ventilation andcan reduce HVAC costs.

a “potent aquatic biocide” that is harmfulto marine life. Despite these findings,researchers feel that the risks are muchgreater for CCA, especially wherehumans are concerned (Ban CCA, 2002).

If your school grounds have CCA-treatedwood, it should be removed, along withany contaminated soil. As a last resort, incase removal will be delayed or disputed,a sealer should be applied to the wood atleast once per year to prevent the arsenicfrom leaching out. A sealer, however,does not guarantee a safe surface, andsanding and scraping the wood to prepareit for the sealant can release high doses ofthe preservative into the surroundingarea (US CPSC, 2002).

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Window frames also play a role in energyefficiency and are available in wood/wood-clad, metal, composite, vinyl, and fiberglass.The section on PVC in Chapter III explainswhy vinyl should be avoided. Whilefiberglass frames filled with insulation offerthe best thermal performance, metal framesare superior when health concerns areweighed.

Metal frames, either steel or aluminum,function best with thermal breaks thatprevent outdoor temperatures from affectingthe indoor air. Wood frames are an option,though they are sometimes treated withchemicals to resist moisture and rot.

For more resources on windows, the EfficientWindows Collaborative offers briefexplanations of the varieties of glass, framesand other technologies (EWC, 2002).

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Chap te r V

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The HVAC system has a major impact onindoor air quality. The HVAC system cantransport pollutants throughout a schoolbuilding, and it can exacerbate a problemby distributing contamination from onepart of the school to another. When dirty orpoorly designed, it can introduce additionalpollutants into the school environment.

The HVAC system helps the air to circulatebetween classrooms, hallways and officesand to exchange with outside air throughwindows, vents, ductwork and fans.Separately-vented fans should be designedto remove air from specific areas, such ascustodians’ closets, locker rooms, andscience labs, and send it outside. The airhandling system relies on fans andductwork to continuously circulate indoorair and replace a given volume of it withfiltered and conditioned outdoor air.

The HVAC system also regulatestemperature and humidity levels. TheAmerican Society of Heating, Refrigeratingand Air Conditioning Engineers hascreated standards for acceptable ranges oftemperature and humidity levels within abuilding depending upon the season(AHSRAE, 1992). In addition to bringingdiscomfort, excessive humidity encouragesthe growth of mold and mildew, while verylow humidity levels help disperse moldspores (seed-like bodies that attach tosurfaces and mature into mold). Very lowhumidity also causes eye, nose, and throatirritation.

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Girard, Ohio—The large, new Girard IntermediateSchool has been plagued with fungi and moldsince it opened in the fall of 2000—the result ofproblems with the school’s construction. (Forexample, the ductwork and insulation wereexposed to moisture before being installed.) ChrisNotareschi’s fifth grade science students becameso sick that she persuaded her colleagues, whosestudents were similarly affected, to teach theirclasses outside to avoid the stench, but thesuperintendent quickly forced them back indoors.

After significant pressure from the newly formedGirard Concerned Parent’s Group, extensivetesting was done in the building, revealing thatthere were high levels of fungi in the carpeting,airborne particulates, VOCs, pathogenic bacteria,and high levels of carbon dioxide. The grouppushed for removing the carpet and replacing itwith tile and replacing the fiberglass-insulatedductwork, which the Girard Board of Health hassaid should not be used in hospitals and schools.The school may finally reopen in September 2002after 16 months of renovation work that cost ahalf million dollars.

The group is also working on removing the GirardBoard of Education, which withheld informationon the problems at the school for six months,including information on student illnesses. Afterthe group collected over 2,000 signaturessupporting the board’s removal, a state courtordered that the board be dismissed. The casehas gone to the Ohio Supreme Court, which willdecide whether the lower court has the authorityto remove the board.


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Natural ventilation, i.e. air moving throughopen windows and doors, is necessary forhealthy indoor air. The HVAC system andnatural ventilation can lessen the impact ofindoor pollutants by drawing contaminantsoutside and diluting indoor concentrationswith adequate doses of outdoor air. Modernschools that are tightly sealed to save onheating and cooling costs thwart naturalairflow through open windows and doors.Natural ventilation, however, may only beavailable on a limited basis in some climates,which means a greater reliance on theHVAC system.

The placement of vents, fans, and windowsshould be designed to collect the cleanest airpossible. For example, a fan that pulls inoutdoor air should not be situated near aparking lot where diesel buses and cars idleor near garbage dumpsters, a vent thatreleases contaminated air, or othercontamination sources.

The air circulating in a school should be amixture of outdoor air and air that isrecirculated, filtered, and heated or cooled.The HVAC system must be capable ofmoving enough air with enough velocity toreach all interior spaces to preventsignificant temperature differences betweenfloor and ceiling. During the design process,insulation between walls and under flooringshould be considered to help regulatetemperatures so that actual comfort levelsand thermostat readings match. Largewindows, while important for ventilation,cause hot or cold spots to develop that can becorrected by drawing blinds or curtains (USEPA, 1995).

Good quality, properly installed HVACsystems demand higher prices initially.Over their life cycle, however, savingsaccumulate. In addition to consuming fewernatural resources, energy efficient HVACunits reduce costs through prevention ofsuch problems as poor indoor air quality andmold.

Newport, Vermont—Jessica Trahan was a freshmanat North Country Union High School (NCUHS) whenshe lost consciousness and was hospitalized. WhenJessica was unable to return to school, her momCindy started looking into the school’s indoor airquality and how it had affected her daughter’shealth. She began to attend school board meetingsand campaigned for and won a seat on the board.After two teachers instituted separate “sick buildingsyndrome” lawsuits against the school, thecommunity approved a bond issue to improveventilation and the board moved ahead with anambitious renovation project.

In addition to replacing room heating units with newfresh air intake ventilators, a complete air exhaustduct system was installed; science labs were guttedand rebuilt with fume hoods and a ducted chemicalsupply closet; ventilation was upgraded in auto,building trades, and metallurgy classrooms; and awood chip boiler replaced the oil burning boilersystem.

Mary Scarpa, the school district’s businessmanager, not only oversaw the successfulimplementation of the project but took additionalsteps to protect students’ health by reducing dieselfumes in the building. Buses were moved off-site,no longer permitted to warm up next to the schoolor to idle while waiting for or discharging students.All vendor deliveries of heating fuel, propane anddiesel fuel have to be made prior to the start ofschool or after school hours. Mary’s diesel idlingpolicy was incorporated into the Vermont HealthySchools Act of 2000 (VPIRG, 2000).

Jessica, the student who was made so ill by theschool’s poor air quality, eventually returned toschool and graduated in the top 10 of her class,earning a fully paid scholarship to a local statecollege. And in recognition of its accomplishments,in August, 2001 NCUHS received one of 10 U.S.EPA Indoor Air Quality Tools for Schools ExcellenceAwards.

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A poorly designed HVAC system can lead tocostly expenses for mold remediation due tohigh humidity levels or for engineeringservices to address drastic temperaturedifferences within a building. Indoor airproblems are pricey not only in dollars butin terms of their impact on learning and onstudents’ health.

Ducts and vents should be regularlyinspected and cleaned as needed, withspecial attention given to problematic areas,such as water damage or debris blocking theairflow. Duct cleaning/replacement shouldbe scheduled when the school is unoccupied,as there is a chance that particles willbecome dislodged from the duct lining andrecirculate in the air. Only HEPA or micro-filtration vacuums should be used to collectthe debris, and neither biocides nor sealersshould be applied (US EPA, 1991).

If you suspect a HVAC-related problem, youneed to justify your suspicions. You may beable to tell there’s a problem just bywalking through the school because ofobvious temperature changes betweenrooms, stuffy, humid air, or foul odors.Other indicators, however, may be subtleand show up as symptoms of illness:irritation of the eyes, nose and throat,headaches, dizziness, fatigue, rashes,asthma, and other respiratory signs. Thenext step, pinpointing the cause, mayrequire enlisting professional help. TheHVAC system should be examined to ensurethat it is being properly maintained. Thereshould be adequate intake of fresh air that isdistributed to all areas of the building. Theductwork, drip pans, filters, vents, andheating and cooling coils should be clean andfree of debris. Since the HVAC system mayexacerbate an existing problem, deal directlywith the polluting source. Eliminating thesource of an indoor air quality problem is farmore effective than merely increasing theventilation and air conditioning to dilute thecontamination.

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Since the 1960s when school architecturefavored designs with smaller and fewerwindows, the harsh glare from fluorescentlights has become the standard. Studiesindicate, however, that natural daylighthas benefits for students that designers ofhealthy schools should be aware of.

While not all classrooms can enjoy largewindows overlooking a panoramic view,natural light greatly contributes tobrightening school interiors. Daylight is asofter, diffuse light, which, ideally, reachesall areas of a classroom.

The amount and types of lighting in aschool building play a significant role inlearning. A 1999 study conducted by theHeschong Mahone Group examined thestandardized test performance of 21,000elementary school students in 3 districts inCalifornia, Washington, and Colorado. Theconclusions demonstrate that naturallighting is a wise investment. InCalifornia, students in the classrooms withthe greatest amount of natural lightprogressed 20% faster in math and 26%faster on reading tests. The same studyindicates that children in classrooms withthe largest window areas progressed 15%faster in math and 23% faster in reading.In Seattle and Fort Collins, students inclassrooms with the most daylight scored 7to 13% higher than other students on end-of-the-year tests. The results from allschool districts consistently supportdaylighting as a factor affecting academicperformance (HMG, 1999).

Another convincing study, conducted inSweden among eight-year olds, found asignificant connection between daylightexposure, hormone levels, and studentbehavior. Children were sent to work infour classrooms, each receiving differenttypes of natural and artificial light.

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Glenwood, Maryland—After VeronikaCarella’s two previously healthy childrenbecame seriously hyper-sensitive tochemicals while attending elementary school,she became concerned that pesticide use atthe school was the cause. She beganadvocating right-to-know and integrated pestmanagement (IPM) policies in order to reducetoxic pesticide use in schools. Through herefforts and those of the PTA’s Health andEnvironment Issues Committee and otherchildren’s advocates, Maryland became oneof the nation’s first states to pass legislationmandating that public schools adoptintegrated pest management policies andnotify parents when pesticides are used.

Still concerned about her children returningto school, Veronika and other parents workedwith the Howard County Public SchoolSystem (HCPSS) to implement lower risk,less toxic alternatives to traditional chemicalpest control techniques. Some of thesetechniques have been put into practice atTriadelphia Ridge Elementary School (TRES)and at Lime Kiln Middle School (LKMS) andwill be studied as part of a two-year USDepartment of Agriculture grant. As part ofthe study, parent volunteers were asked byHCPSS to continue the PTA-organizedvolunteer grounds maintenance at LKMS andTRES until 2004. These volunteer effortswere implemented as part of an agreementto suspend herbicide use at these twoschools. Because of these efforts, Veronika’schildren and other chemically-sensitivestudents were able to return to school. Theschool superintendent has been asked toconsider making the voluntary low-riskmaintenance program permanent at bothschools, with the goal of eventually expandingthese IPM and maintenance techniquescounty-wide.

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Pests that take refuge and multiply in aschool or on school grounds can damage thebuilding and disturb students and teachers.Pesticides, however, pose risks thatsubstantially outweigh any temporary reliefthey might provide.

Hundreds of pesticide products on themarket are lethal to pests. Notsurprisingly, many of these chemicals arealso dangerous to people, especiallychildren. Even though health risks havebeen associated with many of thesesubstances, they continue to be used inclose proximity to children. The risk isgreat that children and school staff willinhale, swallow, or touch residues of theseproducts applied on school property.

Many pesticides are neurotoxins andadversely affect the developing brains andnervous systems of children. The effects ofprolonged exposure include neurologicaland reproductive damage and cancer.Acute health effects include eye and throatirritation, skin rashes, nausea, vomiting,diarrhea, headache, flu-like symptoms,

Disrupted hormone patterns were observedin the absence of daylight. The authorshave concluded that these disruptedhormone patterns may impact a student’sability to concentrate and cooperate(Kuller, 1992).

The incorporation of daylighting into theschool design requires careful considerationby the design team. Windows and skylightscan also create patches of extremely brightlight or glare. The challenge for the designteam is to capture daylight and, using theright materials, spread the light throughouta space.


� Participation in a school IPM committeeis available to parents, age-appropriatestudents, teachers, and communitymembers.

� Preventive and alternative pestcontrols should be used first:sanitation measures toeliminate pest habitats, structuralremedies to block pest access, andmaintenance measures to preventpest infestations.

� Only use least-toxic pesticides if pestspresent a documented health or safetyhazard and never for strictly aestheticpurposes.

� If pesticides are used, they should bethe least toxic available and their usestrictly limited. Under nocircumstances should pesticides be usedthat can cause cancer, reproductivedamage, nervous system damage,disruption of the hormonal (endocrine)system, damage to the immune system,or are acutely toxic.

� If least-toxic pesticides are to beapplied, parents, students, and teachersshould be informed at least 72 hours inadvance through written notificationand posting. Notification shouldinclude what pesticides will be used,the health effects associated withexposure, contact information,documentation as to why use isnecessary, and the right to requestalternatives. (CPOC, 2001).

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upper respiratory distress, and, in extremecases, death (US EPA, 1999). Moreover, inmost states, these chemicals are beingapplied without any notification to parents.Most states do not even require that signsbe posted when pesticides are used inschools or on school grounds.

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To avoid the risks presented by pesticides,some schools are opting for Integrated PestManagement (IPM). IPM is a strategy thataims at preventing pest problems and thatuses pest control methods that do not posehealth risks to people. Under IPM,pesticides (which include herbicides,insecticides, fungicides, rodent poisons, andmiticides) are applied only as a last resortand only the least-toxic chemicals are used.

IPM relies on “pest proofing” to preventpest access and on monitoring to determinewhether problems exist and to what degree.Routine housekeeping and maintenancestrategies eliminate pest attractions andhabitats. IPM never applies pesticides on acalendar schedule. Successful programsreduce not only health hazards, but alsocosts, by avoiding expensive chemicals andunnecesary treatments.

The Child Proofing Our Communities’Poisoned Schools campaign, in conjunctionwith other groups working nationwide toeliminate school pesticide use, hasdeveloped a “Gold Standard” IPM policy(CPOC, 2001). The “Gold Standard” policyentails monitoring, prevention, non-chemical techniques to get rid of pests, andthe use of least-toxic pesticides as a lastresort.

The five core principles of the GoldStandard IPM policy are:

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Cleaning and Maintenance

Young elementary students see helpingteachers with housekeeping chores as aprivilege. They clamber to sponge down thechalkboards and rinse off desks andtabletops. Their spirit of pride andcooperation should be emulated.

The primary purpose for mopping,scrubbing and vacuuming should be toremove harmful contaminants so that theyneither become a threat to health nordamage the building systems. Cleaning tomaintain appearances is of secondaryimportance (Berry, 1993).

Although the budgets for schoolconstruction and for ongoing cleaning andmaintenance are completely separate,

Unfortunately, the term “integrated pestmanagement” has different meanings,depending on who is using the term. TheIPM policies of some states and localitiesare similar to the Gold Standard; other so-called IPM policies give equal emphasis tothe use of toxic pesticides. In fact, becauseof its growing popularity, the term “IPM” isbeing adopted by many commercial pesttreatment companies, despite their routineuse of high-hazard pesticides (CPOC, 2001).

IPM programs have been successfullyimplemented in many schools nationwide.In Montgomery County, Maryland,elementary school principals must sendwritten notification to parents and staff 24hours prior to the application of anypesticide, and must include information onthe pesticide to be used, where and when itwill be applied, and an EPA statementwarning people with chemical sensitivitiesto avoid unnecessary exposure (MCPS,2000). Pesticides are now used so rarely inMontgomery County that this procedure isnot often activated.

These programs are not only effective atcontrolling pest entry into schools, but oftenare cheaper than conventional pest control.Montgomery County reduced its pesticideuse from 5,000 applications in 1985 to zeroin 1989. The county also saved $1,800 perschool and $30,000 at the food servicewarehouse (Schubert, 1996).

The Poisoned Schools report explains theneed for IPM; provides examples of currentpractices, which vary considerably in theabsence of federal regulation; lays out a 10-step plan for implementing an IPMprogram; and suggests specific IPMstrategies for different areas of a school(CPOC, 2001).

Los Angeles, California—Four years ago, RobinaSuwol was dropping her sons off at Sherman OaksElementary School when she noticed a man in ahazardous materials suit spraying chemicals on theschool grounds. Her youngest son suffers fromasthma, and that night he suffered a severe attackfrom the chemical exposure. This incident provokedher to found California Safe Schools and embark on acampaign to rewrite the Los Angeles Unified SchoolDistrict’s policy on pesticides and parents’ right-to-know. One year after Robina’s children were sprayed,Los Angeles Unified passed the most stringentpesticide policy in the nation. The policy, which isexplicitly based on the “precautionary principle” andrequires integrated pest management, has become amodel for school districts and communities nationwide.

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ongoing cleaning and maintenance issuesmust be addressed during the design phasesince it is counterproductive to use finishesand other materials that the school cannotafford to maintain. The annual budgetingprocess should include appropriate fundingfor cleaning and maintenance.Unfortunately, far too often “deferred”maintenance is simply the politicallycorrect way of saying that the work simplyis not going to get done, which can placestudents at risk.

Maintaining and cleaning schools is anenormous undertaking, yet many schoolslack adequate staffing and planning. Thiscan result in poor cleaning, which placesstudents, teachers and others at increasedrisk from harmful exposures.

A maintenance plan that focuses equally onpreventing and responding to problemsshould be established and followed.Because all schools are different based ontheir age, construction materials,geographical location, type of school (anelementary school needs to be cleaneddifferently from a high school), staffinglevels, and the specific requirements ofindividual students and staff, it isnecessary to develop a cleaning plan thatmeets the specific needs of the individualschool. A good resource to help schooldistricts tailor an appropriate operationsand maintenance plan is the AmericanSociety of Testing and Materials, which hasdeveloped a national cleaning standard forcommercial and institutional buildings(ASTM, 1998). This document will helpschool officials with a process that ensuresthe protection of children’s health, whilereducing environmental impacts andmeeting all regulatory and otherrequirements.

The ASTM guide recognizes that everyonewho uses the school shares responsibilitiesfor preventing problems. Custodians who

are familiar with normal buildingconditions and functions will be able tomonitor for unusual smells, sightings, orsounds and attend to the source. Studentsand staff should also participate inpreventing situations that might requirethe use of harsh chemicals. If eating is onlypermitted in the cafeteria and an outdoorarea, students should obey this rule so thatthey do not attract insects and rodents toother areas. Teachers, in turn, shoulduphold school rules. For example, teachersshould not bring personal cleaning items tothe school for use in classrooms since thesemay include toxic substances.

Many indoor air quality problems can beaverted or quickly addressed by anobservant, trained maintenance staff. Forexample, because mold grows readily inmoist, warm environments, maintenancestaff should carefully monitor temperatureand humidity levels. Ductwork, vents andfilters should be inspected regularly to seethat surfaces are clean and free of mold (USEPA, 1991). This attention can preventmold from reaching levels that triggersymptoms, preventing the use of hazardousdisinfectants or fungicides.

Preventing asbestos contamination alsorequires a watchful eye and frequentinspections. By examining the areas whereasbestos is found – around pipes, boilers,ceiling tiles, and wall boards – maintenancestaff should be able to detect any crumblingor cracking that could signal the release ofasbestos fibers. If sealers are applied tokeep the asbestos from deteriorating, anaccurate log should indicate when the nextapplication is due.

Lead sources also require constantmonitoring. If there is lead paint in theschool, friction points need to be checkedfor flaking and chipped paint, which couldbe ground into a fine dust or chewed on byyoung children. Where lead pipes or solder

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have been used in the plumbing, the waterneeds to be tested.

The first line of defense is the school’sperimeter, especially doors and vents wherestudents, staff, and outside air enter thebuilding. To avoid dirt-caked shoe bottomsfrom leaving a trail throughout the school,pathways to entrances should be regularlyswept clean and washed. Dirt pathsleading into the building, which becomemuddy during rainy periods, can be pavedor covered with stones to reduce theamount of soil entering the building.Shrubbery, fences, and other obstacles canbe placed to encourage people to use theappropriate sidewalks and entrances.

Double-entry doors can confine outsidedebris to an enclosed area. Large mats,grates, and grills capable of capturing largeparticles should be placed outside thedoorways. Walk-off mats placedimmediately inside the doors to capturesmaller particles and to dry wet shoesshould extend inwards 9 to 15 feet. Thesemats should be vacuumed throughout theday. Hard flooring, especially in entrywayareas, should be dust mopped, vacuumed,or damp mopped daily. These good healthstrategies also save labor and money bycapturing and removing the dirt before itspreads throughout the building.

Ideally, vacuuming should be done severaltimes a day in high traffic areas. However,unless the custodians have the properequipment, their efforts may be futile.Vacuums need micro-filtration bags so thateverything sucked through the hoseremains in the bag. Micro-filtration disksand bags are capable of capturing 99.79% ofparticles as small as 0.3 microns in size andare effective at a fraction of the cost of moreexpensive HEPA bags and filters, whichcapture 99.97% of the same size particles(Shideler, 2002).

Both micro-filtration and HEPA vacuumstypically offer multiple filtration stages,including disposable bags that are multi-layered and more efficient at retainingparticles. Standard paper or cloth bagsrelease dust particles into the air throughthe bag and hosing, actually increasingpotential health problems. It is importantto recognize that some manufacturers sellvacuum cleaners with HEPA filters sopoorly constructed or designed that fineparticles escape from leaks in the machine.The Carpet and Rug Institute hasdeveloped a testing program for vacuumsthat certifies the machine’s ability toremove soil, capture fine dust particles, andmaintain the appearance of the carpet(CRI, 2002).

A poorly functioning HVAC system can alsoundermine the benefits of vacuuming. Tokeep circulating air clean, the HVACsystem needs to be inspected and cleanedas needed – vents, filters, ducts, heating/cooling coils, and fans. A log containing thedates of maintenance and which activitieswere performed can ensure timelyinspection and replacement of filters andother components.

Routine housekeeping contributes tohealthy air quality only when the cleaningproducts do not introduce new toxins. Artrooms, locker rooms, science labs, andswimming pools pose formidable cleaningchallenges. Custodial closets are oftenstashed with products that containingredients that may be toxic to children,teachers, and of course the cleaning staff.

For example, 2-butoxy ethanol, aningredient in some graffiti removers, heavy-duty degreasers and floor strippers, ishighly toxic, causing acute reactions, suchas headaches, dizziness, lightheadedness,and eye, nose, and throat irritation. It mayalso cause long-term effects, including


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kidney, liver and reproductive damage(JP4, 2002). Some graffiti removers containtoluene, a known reproductive toxin. Manytoilet bowl cleaners contain dangerousconcentrations of hydrochloric acid, whichburns skin on contact and produces toxicfumes when mixed with water (JP4, 2002).Others use a type of detergent called anonylphenol ethoxylate, which may be anestrogen mimic and has been banned inmost European countries. Even some verycommon cleaning products containhazardous ingredients such as chlorine,which in addition to being a respiratoryirritant can burn eyes and skin. Whenmixed with other commonly used cleaningproducts, chlorine can produce deadlyfumes (JP4, 2002).

As cleaning demands have increasedbecause of swelling classrooms and longerhours of operation, schools have purchasedmore aggressive and toxic products to getthe job done faster. While children may notbe exposed to large amounts of cleaningchemicals at once, they are exposed to lowlevels over long periods of time. Science isonly beginning to address the impact ofexposures to low-level mixtures ofchemicals on children. In some cases,children have developed chemicalsensitivities to low-level chemicalexposures. The sensitivities are difficult todiagnose and treat and are therefore notconsidered by many mainstream medicalpractitioners to be “valid” problems.

Cleaning staff can, however, perform theirduties without compromising the health ofeveryone at the school. Standard cleanersshould be used prudently and infrequently.For example, if carpets are vacuumedregularly and common spills soaked upquickly, or if food is not permitted in theclassroom, the need for using toxic spotremovers will be reduced. Also, instead ofusing a harsh, chlorine-based disinfectant

on desks, tables and doorknobs, detergents,and water are safe and effectivesubstitutes.

The Pittsburgh (PA) Public School Districthas implemented a program to reduce theuse of toxic products in their 96 schoolbuildings (Ashkin, 1999). The processbegan in the elementary schools becauseyounger children are more at risk. Smaller,rural districts, such as the Shelburne (VT)Public School District have found similaropportunities to replace their traditionalproducts with safer alternatives andprocedures (Ashkin, 2000).

In both cases, the process of reducing toxicproducts in cleaning and maintenance wasbased on the ASTM Standard. This processbegan with developing a baseline, whichidentified many cleaning productscontaining ingredients that were hazardousto children, including those that were bothknown and suspected human carcinogens,mutagens, poisonous, asphyxiates, knownenvironmental hazards, and strongirritants. In addition, the baselineidentified cleaning procedures and otherpollution prevention strategies (e.g., usingwalk-off mats at all entrances) that can beincorporated into a comprehensive andcost-effective program. A baseline isextremely important for identifying allopportunities for improvement, prioritizingthe improvements, and examining thedrawbacks and benefits of replacing toxicand less efficient cleaning strategies withbetter alternatives.

An alternative method for evaluatingcleaning products has been developed byGreen Seal, whose mission is developingproduct standards that reduceenvironmental and health impacts duringmanufacture, use, and disposal. Green

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The type and frequency of janitorialaccidents involving chemicals was noted,and cleaning products were reviewed forhazards and use. Based on thisinformation, the program produced factsheets and guide materials for purchasingand using janitorial products. JP4materials also explain how certain cleaningtechniques can help reduce the amount ofchemicals used (JP4, 2002).

Establishing a policy for using safe cleanersin schools will require speaking tactfullywith a district facilities manager and/or oneof their staff members about adoptingeffective child-based health standards forpurchasing cleaning products andequipment. Referring school buyers tospecific criteria, such as those developed byGreen Seal, should make it easier forschools to change their purchasingpractices. If the entire school district is notprepared to adopt an across-the-boardpolicy, perhaps several schools could pilotthe program.

Seal’s standards are described inInstitutional and Commercial CleaningProducts (Green Seal, 2000). Green Seal’sguide recommends specific, brand nameproducts, making it easy for purchasers tofind what they are looking for.

The products recommended by Green Sealmeet the following criteria. They are

��Not toxic to humans;

��Not carcinogenic (cancer-causing) orreproductive toxins;

��Not corrosive (will not burn) to skin oreyes;

� Not a skin sensitizer;

� Not toxic to aquatic life;

� Non-flammable/combustible;

� Low VOCs (organic compounds thatevaporate into the air) to reduce indoor airquality problems;

� Biodegradable.

Prohibited ingredients include heavy metalssuch as arsenic, lead and mercury.

The Janitorial Products PollutionPrevention Program (JP4) is anotherresource for good maintenance practices.The JP4 program is a venture of the USEPA, California EPA and regionalgovernments in southern California andaims to protect the health of workers andbuilding occupants by using safe, low-impactcleaning products that work well. It beganin 1998-99 with two projects in the SanFrancisco area, then expanded to southernCalifornia. In both projects, janitors wereinterviewed about the products they used.

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Building a healthy new school orrenovating an existing school requires theinvolvement of parents, teachers,administrators, school board members,students, and the custodial staff. Theparties should all be committed to creatinga clean and safe learning environment.Prior to beginning any design work, theseparties should come together to defineneeds, set priorities, and establish goals.

Important issues to be discussed includewhat building materials should be used,how these materials will affect cost, whatperformance standards need to be achieved,how long materials will last, and what theoperations and maintenance requirementsare for such materials. These and otherbasic issues need to be resolved early on sothat the group can communicate itsobjectives clearly and consistently to thedesigners. Clarity on these matters willmake it less likely that changes will have tobe made during the design phase.

It is also important to build communitysupport for building a healthy school (seeChapter VII, Organizing). While it mayseem obvious that everyone would supportbuilding a healthy school, the cost mayinitially be higher and the planning doesrequire thinking outside of the box.Generating community support andenthusiasm can give the project momentumand perhaps coax some donations. Write tonewspaper editors, speak at PTA and schoolboard meetings, talk to parents, teachers,and architects about the health, academicand long-term cost benefits a healthy schoolwould provide. Once informed about theschool construction process, you canconfidently direct your input to theappropriate people and prepare for futureaction.

This section describes the design process,which usually takes place at a high levelwithin the school administration. Thedesign sequence is based on the CaliforniaHigh Performance Schools Best PracticesManual (CHPS, 2001).

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The most important step in building orrenovating a healthy school is to set cleargoals and objectives. Your overall goal maybe to create a safe learning environment forthe children of your community. Objectivesmay include building the school on propertythat is not contaminated with toxicchemicals, using non-toxic materials inconstruction and in supplies and furniture,and designing the building and HVACsystem to ensure good indoor air quality.Although changes are bound to occur alongthe way, goals that are established at theoutset should guide the project throughcompletion.

A permanent committee can be formed toensure that your key goals and objectivesare included in the design and to monitorthe construction and eventually theoperations and maintenance at the school.This committee can also proactivelyeducate the school board, contractors, anddesigners about healthy schools.

Once healthy school goals are established,thinking shifts to how goals can best beimplemented. How can you avoid buildingmaterials that contain formaldehyde?What can you substitute for PVC products?What are the alternatives to wall-to-wallcarpeting? How can you ensure that theHVAC system is designed to provide cleanindoor air?

Chap te r V I

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The location of a new school can sabotage orenhance the remainder of the designprocess. New schools are still being builton contaminated property or nearhazardous waste sites. Selecting a schoolsite requires a keen eye, curiosity, andsome research. When a plot of land isproposed for a school site, visit and note thesurroundings. Are there houses, forests,another school, agricultural fields, stores,busy roads, or factories nearby? Abackground check on the previous uses ofthe site is imperative. Using legislationpassed in California and a related stateenvironmental review process as a model,the Child Proofing Our Communities’School Siting committee developed schoolsite acquisition guidelines andrecommendations for existing schools withcontamination problems and for siting newschools (CPOC, 2001). These guidelinesand recommendations are intended as aninterim guide for making decisions. A morecomplete, scientifically-based set ofguidelines must be developed thatconsiders children’s special vulnerability tomultiple chemical exposures.

These guidelines define a four-step processfor evaluating sites:

��Step One: Involve the Community.A school district should notify parents, staff,the surrounding community and “feeder”schools of plans to build a new school andsolicit their participation in writing. Acommittee should be formed comprising theschool district governing board, parents,teachers, the school nurse or health unitdirector, age-appropriate students,surrounding community members, localpublic health persons and environmentaladvocacy groups.

��Step Two: Site Assessment. Oncethe site is proposed, the school districtshould contract with an environmentalassessor to conduct a three-phaseenvironmental assessment. The assessmentshould include a history of current and pastuses of the site; sampling and analysis ofsoil, water and, if warranted, air; andidentification of property within two miles ofthe site including industrial sites anddischarges, chemical storage facilities, wastetreatment plants, landfills, military sitesand research facilities.

��Step Three: Determine the Needfor a Preliminary EndangermentAssessment (PEA). Based on theinformation gathered, the environmentalassessment should conclude that either 1) norecognized environmental hazards wereidentified, or 2) a more extensive siteassessment --PEA-- is necessary. If a PEAneeds to be conducted, a school district hastwo options. It can either contract with aqualified environmental assessor to conducta PEA of the property, or it can drop theschool site from further consideration.

After considering all of these issues, awritten report should be preparedsummarizing the results of the initialplanning phase, including goals andobjectives, performance standards forachieving these goals and objectives, whatmaterials should be used or avoided,information about the types and variety ofspaces needed, the area requirements, howthe spaces should relate to each other, andspace requirements for the mechanical,electrical, and technology systems (heating/cooling, plumbing, computers, cafeteriaappliances). The goals and program pointsare the backbone of the project and willaffect the rest of the design andconstruction process.

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New Orleans, Louisiana—Residents of Gordon Plaza—1,000 low- and middle-income African Americans—discovered only after they moved in that they were living on the former Agriculture Street Landfill—the city’smunicipal waste dump for more than 50 years. Household, industrial, and medical waste had been dumpedand incinerated at the site, and when it closed in the mid-60s, the landfill covered 95 acres and was more than17 feet deep. The landfill was never properly capped, and residents began almost immediately to dig up trashand building debris in their backyards.

Construction of Moton Elementary school—intended to serve 850 students from Gordon Plaza and a nearbyhousing project—was completed in 1987 despite residents’ concerns about high levels of lead and other toxinsat the school site. Parents faced a choice of either busing their children to troubled schools in other parts ofNew Orleans or building on a contaminated site. During the three years the school was open, children andstaff were sick with rashes, vomiting, respiratory problems, and headaches, and plumbing problems made itimpossible to use the school cafeteria and toilets. In 1990, the superintendent overruled the school board andshut the school down.

The U.S. EPA added the Agriculture Street site to its Superfund list in 1994 and began a $20 million cleanup in1998, replacing two feet of soil while residents remained in their homes, exposed to contaminated dust throughoutmonths of cleanup work. Concerned Citizens of Agriculture Street Landfill (CCASL) opposed the cleanup asinadequate and dangerous and have continued to demand that the entire community be relocated. The presidentof the CCASL, Elodia Blanco, whose daughter developed breast cancer at 14 and who has three friends wholive within 20 feet of her home with brain cancer, says, “I continue to fight for environmental justice because atthis point, I have nothing to lose. Nothing means anything to me if I don’t have good health.”

Moton Elementary School reopened in September of 2001. In some areas on the school grounds, only sixinches of soil were replaced. Despite its history, 900 students currently attend the school. “This is a poorcommunity,” explains Elodia, “and many families cannot afford to send their children to other schools. So theyare burdened with health problems at home and school.”

��Step Four: Remediation andResponse. If the PEA concludes that siteremediation is necessary, the school districtmust do all of the following or not acquirethe site: 1) prepare a financial analysis toestimate and compare soil cleanup costs forthose methods that meet the mostprotective standards; 2) evaluate thesuitability of the site in light ofrecommended alternatives; 3) contractwith the departments of environmentalprotection and health for oversight andrequest reimbursement for them for allcosts related to review and/or cleanup work(CPOC, 2001).

Siting decisions are not applicable forexisting schools, but if suspected sitecontamination is endangering efforts for ahealthy building renovation, steps need tobe taken to determine if the site needs to becleaned up. Samples of soil, groundwater,air, or surface water will need to beanalyzed for contaminants. Depending onthe outcome, further tests may be necessarybefore action is taken. The Creating SafeLearning Zones report provides guidance forexisting schools that face possible sitecontamination (CPOC, 2002).


specifications. When checks are performedduring the construction, it avoids the timeand expense of calling contractors back tothe site to correct a problem. High costsare incurred when the bills are paid andthese failures are not caught before thecontractor leaves the site. Commissioningalso includes training for the school’soperations and maintenance staff so theycan take care of the school according tohealthy building standards.

In addition to design expertise, thecommissioning agent should be familiarwith local building codes, indoor air quality,energy conservation, construction practices,and key members of the design andconstruction teams. The commissioningagent may be a third-party engineer,designer, or a member of the constructionteam (US DOE, 2002).

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Rough ideas are sketched out in theschematic, or predesign, phase and laterrefined. Drawings created by thearchitects and engineers will show how theschool might look from a variety ofperspectives. Depending upon thefeedback, the drawings will probably bereworked several times. During this phase,the work becomes more detailed as keybuilding systems (architectural, structural,mechanical, and electrical) and materialsare selected. The decisions will reflectcosts and personal preferences, inevitablyleading to trade-offs and compromisesbetween parties.

Before these trade-offs become final, it iscrucial that the designers weigh theimpacts to the entire building. Forexample, if wood floors are to be finishedwith a sealer, this choice should be lowoutgassing and nontoxic once cured. The

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After the site for the new school has beenselected, an architectural and engineeringteam will be chosen to design the building.The school district writes a Request forProposal (RFP) explaining the planningcommittee’s project and goals and invitinginterested architects and engineers tosubmit proposals for designing a healthyschool. The RFP should clearly state thatthe design team must be able to meet theplanning committee’s goals and objectivesand adhere to the agreed-uponspecifications, such as the use orprohibition of certain building materials, ordesigning for ample indoor/outdoor airexchange.

Fees should be negotiated only after thedesign has been selected. The architectsand engineers must commit to developingfinal design and construction plans thatmeet the planning committee’s healthybuilding standards.

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Hiring a building commissioner ensuresthat the actual construction matches thedesign and specifications. As buildingdesigns become more complex, com-missioning is increasingly used to makesure that all of the structural, mechanical,and electrical components work together.Ideally, a building commissioner is hiredearly in the design phase and becomesfamiliar with the project’s objectives. Inthe early design phases, a commissioningagent can help predict how certain systems,such as HVAC and lighting, will perform.Throughout construction, and afterwards,the commissioner inspects the work toensure it meets the planning committee’s

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Radnor Township, Pennsylvania—In August 2001,Radnor Elementary School in Delaware Countyopened its doors as the first newly constructed greenschool in Pennsylvania. Designed by Lancaster-based Gilbert Architects, the new school incorporatesnumerous elements of environmentally friendly greendesign. Both the school district and the architecturalfirm received the Governor ’s Award forEnvironmental Excellence in 2001.

Prior to construction, the school site was home to ahistoric mansion. When the building was dismantled,the community and the site contractor hauled thecomponents of the mansion offsite for reuse,recycling more than 75 percent of the building.

Thanks to the advocacy of local parents, Steve Sauland Karen Saul-Lazaurs, children’s environmentalhealth was the primary goal of the project from itsoutset. Along with the installation of a state of theart heating, ventilating, and air conditioning system,the building is maintained with ecologically safeproducts, such as floor finishes with no heavy metals,non-toxic cleaners, and HEPA vacuum systems. Tofurther reduce toxins, only low- or no-VOC paintswere used. The flooring is a combination of terrazzo,a polished product composed of rock chips and vinylcomposite ti le without toxic adhesives. Anextraordinary 30-day offgassing period was allowedfor the tile and the entire building before childrenstarted using the school.

Other features of the project are a geothermal wellfield beneath the playground that will heat and coolthe entire school without fossil fuels and help savethe district money in energy costs, the preservationof 100 mature trees on site, and the future use ofsolar energy to power the technology lab.

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sealer should withstand enough foot trafficso that only annual applications arenecessary. It is also important to look atthe maintenance requirements to makesure that the upkeep will not involve toxictreatments.

As the design progresses, reflect back to theoriginal goals of the project. Reviews, towhich the community should be invited, canbe scheduled by the percentage of thedesign completed, e.g., at the quarter mark,halfway, three-quarters finished, andcompleted.

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The construction papers are the drawingsand specifications for the building systems,materials, equipment and furniture to beused; they are the blueprints for the newschool. When the construction documentshave been drafted, begin talking with thecontractors who will build the school. Manycontractors are unfamiliar with theconcepts and materials needed for ahealthy school building. This is especiallytrue of indoor products such as carpets,paints, glues, and surface finishings.Introducing contractors to healthy buildingproducts can prevent costs from creepingup, which tends to happen whencontractors must work with an unfamiliarproduct.

Expect changes to the final constructiondocuments. If wood flooring is deemed tooexpensive and a substitute material is used,the new material must also be non-or low-toxic. A substitution review process needsto be established that includes the designteam and school district and allows ampletime to thoroughly examine a request andapprove or deny it.


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Construction can begin once funds areavailable and the contractor has been hired.This phase can last one to three years, withsmall renovations taking less time. Whilemonitoring the building process, the schooldistrict will have to watch out forunapproved design changes andsubstitutions of one material for another.

The more unusual materials (due to highquality standards) arriving at the site willhave to be carefully tracked to ensure theyare installed properly. The school districtwill also need to keep on eye on energy andwater usage and how wastes are disposed of.

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Once the building is deemed fit for use,reflect back to the planning and goal-settingphase of the process. How do these goalsenhance the building’s use for teaching? Theschool may have some unique features orpolicies, and the occupants--maintenancepersonnel, teachers, staff and students –need to understand how to use the buildingto maximize the building’s performance andtheir health and comfort.

This is the time to prep the contractorsabout the goals and special designconsiderations of this project and to makesure that these considerations are includedin their bids. Contractors may have to beeducated so that they understand why youhave made the choices you have in thedesign of the building or renovation. In abid, a contractor may choose to substitutesome materials for the original ones, but anysubstitutions will have to meet the goals ofthe project to be approved.

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The project will be competitively “bid” todetermine which contractors will work atthe site. A bidding announcement shouldemphasize the need for experienced andqualified contractors. Contractors willrespond to an invitation for their servicesby providing a detailed description of theservices they will provide and the costs.

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A school designed to maintain and enhancechildren’s health requires special attentionand is likely to cost more initially. Butwhen the costs for the entire lifecycle of theschool are calculated, schools built withhealthy building materials should proveless costly. For example, the use of little orno carpeting obviates the need for deepcleaning treatments and replacementpatches for stained or worn areas. Thecareful placement of air vents, ducts, andfans can prevent the need for costlyreconfigurations. The overall use of less ornon-toxic material reduces the chances thatcertain materials might have to be replacedor dismantled once they are found to pose athreat to people in the school – for example,the arsenic-treated wood at playgrounds.

To help your school district manage costs,programs may be available that providespecial financing options for schools thatare healthy, durable, and energy efficient.The Department of Energy’s Energy SmartSchools is one such program. The NationalEducational Facilities Clearinghouse hasmany resources on financing (NCEF, 2002).It is worth investigating financialassistance for designs that areenvironmentally friendly or energyefficient. Outcomes that are good for theenvironment almost always benefitchildren’s health.

portals, should be sealed off from otherparts of the building. A local exhaustsystem can be set up with floor fans pullingair outside, or portable ventilation unitswith flexible ducting may be used. Inpreparation for construction work, the areashould be cleared of furniture. Placingwalk-off mats, cleaning equipment, andremoving work clothes before moving toother areas of the building can contain thespread of contaminants. Additional safepractices include keeping lids on containerswhen not in use, pouring materials intocontainers when taking a break andpromptly cleaning up spills (AmericanSchool and University, 1998).

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Renovation/remodeling projects have thesame potential as new construction tocontaminate a school with toxins,jeopardizing the health of students andstaff. This is a serious problem because thepoor condition of our schools makes anupsurge in remodeling projects andrenovations likely. The average age ofpublic school buildings in the U.S. is now 42years, and these schools are increasinglyovercrowded and in disrepair (NCES, 2000).

Tearing out walls, tarring a roof or applyingpaint generates fumes or particles that canbe carried throughout the building via theHVAC system and inhaled by children indistant classrooms. Welding andmachinery with combustion engines canproduce harmful gases, such as carbonmonoxide and nitrogen oxides. Moreover,noise, vibrations and temperature changesassociated with the renovation create aninhospitable learning environment.

Workers at the construction site shouldprepare for and be capable of managingproblems in the existing structure.Construction crews in schools dating to the1970s or earlier need to be vigilant aboutencountering asbestos or lead paint. Leadpaint could be ground to a fine dust orasbestos could become airborne duringcutting and sanding.

One of the key concerns about renovationsis the timing. Ideally, major constructionwork should be done when students are notin the building. This restricts the work tosummer vacations, nights and weekends.The other option is to close the schoolduring the renovation and temporarilyrelocate the students to another suitablelocation.

If construction must proceed during theschool year, the work area, including HVAC

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Lockport, New York—During a renovation to removeasbestos from Gasport Elementary School, severalchildren became ill. One six-year old, Larissa, hadto visit the doctor 14 times in one school yearbecause of repeated sinus infections. (Since beingremoved from the school, she has only neededmedication three times in two years.) Larissa’smother, Sue Hughes, tested the school for moldwithout authorization and found that her daughterwas indeed allergic to the molds identified by thelab.

Sue and other parents at the school have faced anadministration and a school board that refused toacknowledge a problem. Some vocal parents wereeven subject to retaliation by school officials, makingothers afraid to openly pursue the causes of theirchildren’s illnesses. However, over the last twoyears, the community has elected three new boardmembers who are parents of children in elementaryschool, and the board is now willing to take a closerlook at environmental problems at the school.Parents of children who are still experiencingmedical problems are hopeful that school officialswill address the issues they’ve raised.

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Franklin County, Ohio—The Franklin County HealthDepartment has developed Ohio’s most aggressiveschool health and indoor air quality improvementprogram. Paul Wenning, school inspector for FranklinCounty, began the program in 1997 in response toparents’ concerns that renovations being done duringthe school year were making students and staff ill. Thedepartment reformulated its program to include themajor components of the EPA’s Tools for SchoolsProgram. The department also advocated removingcarpeting and area rugs from the schools since carpetingis hard to maintain, harbors contamination, and is aprime reservoir for mold spores. Simultaneously, thedepartment initiated assessment of the indoor air qualityof all 200 schools in its district.

The South-Western City School District in southernFranklin County was, at its own request, one of the firstschool districts assessed by the Health Department.During the summer of 1998, two of the district’s highschools, which had serious, extensive moldcontamination, were cleaned before the schoolsreopened. Wenning then did an assessment of thedistrict’s other 30 school buildings and worked with itsadministrators to develop a phased program forimproving environmental conditions.

Since 1999, South-Western has implemented Tools forSchools recommendations and removed much of thecarpeting from 14 of its buildings. The healthdepartment has noticed a decreased rate of absenceamong teachers and students and fewer indoor air-related illnesses. Throughout the district, schools aremuch cleaner and safer.

South-Western has also built seven new schools as“green” buildings to accommodate new students. Thiswas accomplished by choosing durable, environmentallyfriendly materials, such as solid block walls instead ofwallboard, which will reduce potential mold growth.Carpets were only used in small, specialized areas. Newclassrooms were designed to receive plenty of naturallight. Best of all, the school district completed its greenbuilding projects under budget and on schedule.

Maintaining an open channel of com-munication between school administration,staff, students, and parents throughout therenovation/remodeling process is goodpractice. The school district should developa hazard minimization and hazardcommunication plan that would bedistributed to interested parents andcommunity members. The staff andstudents should receive regular updates onthe project and know the areas ofprohibited access. Parents and communitymembers should also be informed of thepurpose of the project and progress,including problems or setbacks, as the workensues.

Before the construction is completed, theindoor air quality must meet the initial,agreed-upon criteria. All surfaces shouldbe wiped with a wet cloth and cleaned withmicro-filtration-equipped vacuums. TheHVAC system should be inspected forcomponents, such as filters, that need to becleaned or replaced, (Marshall, 2002).

While renovations and remodeling projectsmay seem to present minor challengescompared to new construction, they occurmore frequently and can provideopportunities for positive change on abroader scale within the school district.

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Other common contaminants include carbondioxide from inadequate ventilation; carbonmonoxide due to incomplete combustion inheating systems; molds, allergens, andmicroorganisms; and plasticizers found invinyl flooring (see Chapter III). In addition,outdoor pollutants may enter structuresthrough poorly designed ventilation systems.

Portable classrooms are small and tightlyconstructed with few windows, leading topoor ventilation and the buildup ofcontaminants. Ventilation systems arecritical to providing and maintaining good airquality, but portables are rarely connected tothe HVAC system of the main schoolbuilding. Instead, window units or otherindividual ventilation units have beeninstalled. These systems, however, are oftennot used or are turned off routinely byteachers because of the noise and lack ofcertainty about how to operate them ormanipulate filters that may need to bechanged or cleaned.

In selecting a ventilation system for portableclassrooms, builders may want to considerthe system’s noise level or capacity tointerfere with learning. Teachers should beable to operate and maintain the system withease. Teachers will be more willing to use asystem that takes care of itself or involves aminimum amount of time away from theirchildren.

A more detailed discussion of portableclassrooms can be found in “Reading, Writingand Risk, Air Pollution Inside California’sPortable Classrooms” prepared by theEnvironmental Working Group (EWG, 1999)and in “Portable Classrooms: HealthyLearning or Health Risks?” prepared by theCenter for Environmental Health (CHE,2002).

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With increasing frequency, school districtsface overcrowding due to rising studentpopulations, aging buildings, and the lack offunds to build or maintain existingclassrooms. Students may also need to betemporarily housed while contaminants suchas lead, asbestos, or mold are cleaned up.These circumstances have led many schooldistricts to turn to “portable” (or“relocatable”) classrooms. In Californiaalone, over 86,500 portable classrooms areused during some part of the day by morethan 35% of the students (CHE, 2002).

Like renovation/remodeling projects,constructing portable classrooms have thesame potential as new construction to affectthe health of students, teachers, and staff.Portable classrooms are especiallysusceptible to poor indoor air quality. Manyof the materials used in portable classroomsare volatile organic compounds (VOCs) thatrelease chemicals that are easily inhaled bystudents, teachers, and others using thesestructures. As described in Chapter III,VOCs can cause a variety of adverse healtheffects, including headaches, fatigue, loss ofconcentration, irritation of the eyes, nose andthroat, asthma, allergic reactions, skinrashes, reproductive problems, and cancer.

The most common VOC found in portableclassrooms is formaldehyde. Formaldehydeis found in glue used in wood products suchas particleboard, plywood, chipboard, andmedium density fiberboard (MDF); in foaminsulation; and as glue in carpeting andother floor coverings (Miller, 1995).

In addition, furniture often used inportables, such as desks, books cases, andshelving are made from wood productscontaining formaldehyde glues.

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If you have read the primer to this point,you have a basic understanding of thehazards in most school buildings, someideas for eliminating these hazards and theflow of the design and construction process.This knowledge can become a powerfulforce for change when publicly shared.Certainly there are other parents,community members, perhaps electedofficials who share your feelings and canhelp convert these ideas to actions. Havingcontractors actually apply nontoxic paints,adhesives, and surface coatings is a victorythat will come only after a lot of outreachand discussion with parents, teachers,friends, adversaries, architects, engineers,custodial workers, and school boardmembers. This chapter provides aframework for mobilizing people towardcreating a healthy school environment. Theorganizing model we present here has beenadapted from Reducing Pesticide Use inSchools: An Organizing Manual by thePesticide Watch Education Fund (PWED,2000).

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1) Why do you want to take extraprecautions to design a school that will beconstructed from healthy buildingmaterials and operated in a safe manner?

2) What are some of the main differencesthat will distinguish this school fromothers?

3) Are there local architects/engineers whohave experience in this type of design?

After reading this primer, consult theresources list in the back for more detailedinformation. Your local reference librarianmay be able to help you locate resources inyour area, including environmental andcommunity groups likely to support yourcause. Learn from the experience of others;call or write to a PTA/PTO at a school thatis the result of a healthy school buildingeffort. What was their experience inplanning, designing, and building theschool? Are there any post-constructionproblems or surprises? What were theirgreatest challenges? Perhaps call anarchitectural/engineering firm withexperience in this type of construction tofind out the major obstacles they typicallyface. Once you are comfortable with thebasic process of school construction, draft alist of priorities – things you feel wouldyield the greatest benefits for the childrenif implemented.

This is the information-gathering phase.Before you begin speaking to architects,planners, and other experts in the schooldesign field, you want to level the playingfield. Comments based on thoroughresearch will resonate more with yourtarget audience and provide you withgreater leverage during the design process.Statements that are grossly exaggerated orjust personal preferences risk underminingyour credibility. Some backgroundresearch and exploration can help youclarify and articulate your demands. Inyour research, consider these basicquestions:

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After completing your initial research,begin to recruit a core group of individualsto work with you on getting your messageout. Remember the list of priorities youidentified. Concentrate on presentingthese issues convincingly, but concisely. At

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this point you do not need a detailedbuilding plan. There will be many changes,compromises and challenges along the way,and while you don’t want to surrender yourmain principles, getting caught up in allthe details too early might put others off.

It takes the power of many to achievechange. By working with others, you’llaccomplish much more; alone, you’ll beoverwhelmed by all that needs to be done.It is important to bear in mind that a groupis less vulnerable to accusations of beingfringe than is an individual; alone, you arean easier target for opponents.

Most school campaigns begin with ahandful of dedicated people. Several tacticscan help you locate others to join yourgroup. Talk to neighbors or other parentswithin the school district. Contact the localPTA/PTO, or other school-based parentgroups, such as special needs program staffand parents, the teachers’ union or thehealth and safety committee, and localenvironmental and health organizations.Try to imagine which communityorganizations might be open to or alreadyshare your concerns. A healthy schoolenvironment benefits everyone--fromchildren, teachers and staff regularly at theschool to parents and other communitymembers who live in the area or use theschool grounds and buildings for activities.

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Having identified your core group, hold aninitial meeting. Create a written agenda tobe available before the meeting since manywho may want to join the campaign arelikely to be balancing careers, parenting,and other commitments. A longdisorganized meeting is likely to deter

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them from returning. Try to limit themeeting to no more than 90 minutes.

The agenda for the initial meeting mightinclude:

��Introductions, including why peopleare attending

��Overview of project based on yourresearch

��Goals discussion: What does the groupwant to accomplish?

��Discussion of next steps, includingrecruitment ideas

��Assignments for action before nextmeeting

��Setting a date and time for nextmeeting


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You and fellow community members shoulddetermine exactly what you want the schooldistrict to do. Clearly defining the stepsyou want the school district to take willease your progress and discourage theschool district from ignoring your input.While you may have a slew of suggestions,begin with the ones that address the mostpressing issues.

'C Determine the best board target(s).Examine the politics of the board todetermine who will likely support theproject, oppose it, or remain undecided.Who are the most powerful board members?PTA and teacher union representatives areoften good sources of this information.

(C Determine which individuals orinstitutions are likely to influence yourtargets. Individual board members areinfluenced by a variety of forces. As electedor appointed officials, they must respond totheir constituents and supporters in order toretain office. Thus, other board members,school staff, the PTA and other teacher andparent organizations, unions, media, themember’s family, environmental and publichealth organizations, community leaders,students, and many others are possiblesources of influence.

,C Among those who influence the targetedboard member(s), determine who you haveinfluence over or access to. Perhaps youhave excellent connections to the PTA andenvironmental groups but limited access tothe board member’s family. However, maybea close personal friend known throughchurch is a board member and thatrelationship can be brought to bear on thetarget.


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To achieve your goals, you must convincethe majority of the school board or planningboard that a healthy school building isessential and achievable. In some areas, aplanning board has the authority toapprove building permits. In these cases, itis better to work with the planning boardthan a school board. This is also truewhere school board members are appointedrather than elected and may be lessresponsive to community interests.

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After determining your goals, meet withthe school administrative staff responsiblefor decisions related to school construction/renovation. The earlier and more involvedthe school district is, the better the chancethat your goals will succeed. Attend themeeting as a group representing thecommunity that will be impacted; bring inteachers, parents, and students.Representatives from organizations such asthe PTA, unions and environmental andhealth care organizations are also helpful.Present your concerns and goals clearly.

This initial meeting may follow any ofseveral scenarios. In the best case, staffwill agree with your ideas and a committeewill be formed to keep the design processattuned to environmental health concerns.More often, the administration will reactwith skepticism and express concerns aboutadding a new twist to standard constructionprocedures. Listen carefully. Theseconcerns may indicate lack ofunderstanding of how your ideas canbenefit the school children and staff.

Always keep in mind that these individualsare your primary targets. You need to“power map” the board to determine how toachieve your goals. This tool is used fordetermining how to influence decision-makers and entails five basic steps.

&C Find out who has decision-makingauthority. Ask what the process forconstructing/renovating a school is andwhether a committee or the full boardoversees these issues. It is important tohave the planning timetable for yourdistrict so that your actions do not come toolate.

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You know your goals and whom you need toinfluence. Now it is crucial to develop astrategic plan, which involves thinkingthrough what steps may and may not work.Properly done, it will make campaignefforts most effective and efficient,maximizing use of energy, time, andresources. Your strategic plan should focuson how to influence the school board.

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Recruitment is a critical component of anysuccessful campaign. Your success may inpart depend on recruiting from a broadspectrum of audiences, including schoolstaff, board members, the PTA/PTO, andteachers. Recruitment serves to educatethe public, enlist volunteers, demonstratebroad support, and many other purposes.

How do I recruit people?

� Designing and distributing a shorteducational fact sheet is one of the bestways to get your message out. Fact sheetsare easy to prepare and highly effective.The fact sheet should describe the projectand your approach and what people can doto get involved; indicate upcomingmeetings, important hearings, or whichschool board members need to be contacted;and provide a contact person and phonenumber for more information.

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�� Calculate which influences are requiredto move your target. You will be unable touse all potential influences over your targetbut will not necessarily need to. You mustdetermine which are the most appropriateand accessible.

� Collecting petition signatures educatesthe public about your campaign,demonstrates support for your platform,and recruits volunteers. It also allows youto collect addresses and phone numbers ofsupporters. Keep a copy of all signedpetitions.

�� Handing out informational flyers torecruit support and board members is oftencombined with petitioning.

�� Making educational presentations togroups such as the PTA/PTO, other localschool, environmental, and communitygroups activates potential supporters.Presentations are easy and fun. Contactorganizations with a potential audience andask to be placed on an upcoming meetingagenda. Ascertain how much time you willhave to present. Prepare appropriately;consider your audience and what would bemost likely to persuade them to supporthealthy school construction. Interactivepresentations are particularly interestingand informative for you and your audience.A CHEJ slide show about thevulnerabilities of children to toxins isavailable to borrow.

� Placing informational tables in hightraffic locations, such as school events,farmers markets, heavy shopping areas,and public transportation centers allowseasy distribution of campaign materials.

� Phone bank or create an e-mail list ofinterested individuals so you can keeppeople up-to-date on activities, invite themto meetings, and ask them to participate incampaign activities.

��Holding regular, well-planned meetingsthat run 90 minutes to 2 hours, at most,keeps supporters involved with minimalintrusion into their busy schedules.

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Grassroots tactics are essential. Sendletters or postcards to targeted school boardmembers. As part of your public educationeffort, distribute a sample letter people canwork from.

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Meet with key school board members tolobby for their support. Bring othercommunity residents to the meeting,including, if possible, some who personallyknow board members. Provide appropriatematerials, including fact sheets, petitionsand a list of coalition members and othersupporters, and a copy of the actions youwant people to support. Ask sympatheticboard members to commit their supportand for names of other members toapproach.

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Coalition building effectively demonstratesbroad-based support for your project. Manyconstituencies are likely to endorse yourefforts and should be approached, includingenvironmental and public healthorganizations, the PTA, unions within theschool, and local community groups. Otheressential targets are important communityfigures, local elected officials, former schoolboard members, and prominentbusinesspersons.

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Analyze what resources you have beforedeciding on what strategies and tactics toadopt. Determine how many volunteersyou can count on; what funds are availableto print fact sheets and other materials toeducate school board members, the mediaand the public; and how much time you cancommit to the project.


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Use the media to effectively educate thebroader public about your issues andinfluence school board members. Severaltactics can help you get your message out.Press conferences are the best means torelease new information, a report, orupdates on breaking issues. Radio talkshows are increasingly becoming popularnews sources, and many allow for publicdiscussion of important community events.Call your local station and sell them onyour proposal.

Editorials in newspapers cover a widerange of topics, including local issues thatimpact schools. To set up a meeting withan editorial board to discuss your concerns,send a letter of request. Includeinformation about the issue you want todiscuss and who you would like to bring tothe meeting. Follow the letter with a phonecall. At some newspapers, it is fairly easyto get a meeting, at others, all butimpossible.

Opinion pieces sent from the publicregularly appear in newspapers. Opinionpieces are an ideal way to communicatewith the public because you control thecontent. When a reporter or editorpresents your issue, they are free to puttheir own slant on your message throughwhat they exclude and include, the tonethey use, and the context in which theyplace it. Consult your local paper todetermine opinion piece guidelines. If thepiece is co-authored by an influentialcommunity member considered anauthority on the subject, such as the PTAchair, the paper is more likely to print it.Newspapers generally publish letters to theeditor. Consult the paper for specialrequirements, such as the number of wordspermitted.

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Mt. Morris, Michigan—Staff and students at100-year old Central Elementary School havebeen sickened for several years with bronchialand sinus infections, asthma, and migraines.In 1999, a longtime school employee, BethanyRichards discovered that the interior of thebasement was covered with black mold. Afterpressure from staff, the district administrationdemolished one wall of the basement, but morethan 900 people continue to use the other threeand a half floors of the building. Despite theillnesses and visible signs of moldcontamination, school officials continue tomaintain that the school is safe and that no onecan get sick from several months of moldexposure. The Concerned Parents Groupformed at the school have responded to theinaction of the school board by leafleting schoolparents and contacting local media. The groupcontinues to challenge district administrators,demanding that mold growing inside walls,above ceilings, and under floors be properlyremediated—or that the school be shut down.

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The commitment to build a healthy schoolmust become official school district policy inorder to ensure that the goals are notsabotaged during construction. Presentyour proposal to the school board for officialadoption. Be prepared for a likely publichearing on the proposal.

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Everyone who presents to the board shouldsend a uniform message agreed upon bycoalition members. Line up your votes.Before the hearing, know where each boardmember stands on the issue. Know whichpeople are more likely to pay attention toyour focused message than to generalspeeches. Should you discover that youhave insufficient board support to winpassage of your plan, you may want todelay your request for a vote; a plan is moredifficult to pass after it has already beenrejected. Still, at every opportunity use ahearing’s open public comment period toeducate the board.

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The greater the number of supporters atthe hearing, the more likely the outcomeyou desire. School board membersconcerned about re-election find it difficultto vote against a popular proposal.

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Consider the most effective way to presentyour plan. Your numerous supporterscould, for example, carry visuals such assigns and wear symbols on their clothesindicating support.

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Identify your probable opposition, knowtheir main arguments, and be prepared tocounter with your own information.Remember not to get caught up onlyarguing scientific or technical details. Usecommon sense arguments: Why takeunnecessary risks when alternatives areavailable?

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Let people know about your efforts throughthe media. If you win passage of yourproposal, media coverage gives yourorganization and elected officials a positivepublic image. If passage fails, coverageallows you to demonstrate outrage at theboard’s vote against protecting children andpublic health. In either event, you willreach a wide audience of the voting publicwho will select the next school board.

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A school environmental health and safetycommittee is a very positive step not onlyfor building a healthy school but also forsafeguarding against future problems. Thecommittee should include parents,teachers, age-appropriate students,custodians, administrative staff, andarchitects/engineers. The committee itselfcan consist of smaller committees withresponsibilities for implementing andmonitoring construction/renovation;identifying safe property and/or oversightof the process of locating safe property; and,monitoring and improving indoor airquality once the school is in operation.


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Milton, Massachusetts—When the Miltonschool district began the process ofrenovating their six school buildings, LaurieStillman, a parent with two children in thesystem, voiced the widely-shared concernthat new schools being proposed would havesimilar air quality problems. The Milton schoolboard, well aware that some of its schoolswere already under investigation for indoorair quality problems, worked with Laurie toestablish an Environmental Health and SafetyCommittee (EHSC). The EHSC, which iscomprised of administrators, teachers,parents, custodians, and fire and healthdepartment officials, now oversees the healthand safety of the town’s existing and newschools.

During its first two years, the EHSC hasmoved quickly to improve environmentalconditions at Milton’s schools. The EHSC hasreceived a “Green Schools Grant” from theMassachusetts Technology Park Corporationto examine ways to incorporate renewableenergy sources into school design, includingsolar and wind energy sources, and toimprove daylighting and ventilation systems.The committee has also received grants fromthe Toxics Use Reduction Institute to developand implement policies for reducing the useof toxic chemicals in schools. In addition, theMassachusetts Department of EnvironmentalProtection has provided funds for the disposalof hazardous chemicals that had been storedat some schools. Members of the EHSC areworking with the town-wide school buildingcommittee to ensure that new school buildingsprovide students with a healthy environmentfrom the start.

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Monitoring the construction or renovationis important. There are many reasons,some justified and others not, why theschool board or your local school might notfollow the goals set down by the planningcommittee or the school environmentalhealth and safety committee. If there is nogroup of people watchdogging the process,then actions could be taken that pose risksto the school population, undoing the goodwork that has been done. For example, ifthe school board decides to use toxicpesticides because of a recent infestation inor around a new building, that buildingcould have toxic residue on the floor,baseboard, or ground for months.

Or, let’s say an agreed-upon cleanup plancalled for the removal of four feet of soiland then the plan was changed to two feet;once the school was built it would be veryexpensive and difficult to go back andremove the remaining two feet of soil. Thesame is true with monitoring cleaned-upproperty. If someone isn’t watching, schooladministrators may choose not to informthe parents and staff if something is foundto be leaking into the school property.

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Palos Verdes, California—At Rancho VistaElementary School in Rolling Hills Estates, morethan 500 students learn their ABC’s just a fewhundred feet from a landfill containing 47 billionpounds of hazardous and municipal waste. Theold Palos Verdes Landfill, which was a Class Iindustrial waste landfill and accepted hazardouswaste from 1952 to 1980, has no bottom liner tocontain toxic leachate and no cap. Millions ofgallons of liquid wastes were buried in the landfill,including 55-gallon drums of TCE(trichloroethylene). Groundwater contaminationhas already been documented, forcing the LosAngeles Sanitation District to build wells and takeother steps to try to contain the problem. Heavyconcentrations of metals have been found in thethree- to five-foot dirt cover. The Palos VerdesFault is 1,200 feet away, and Country Hillshomes, some as close as 10 feet from this landfill,are being evacuated due to landslides.

In February of 2002, citizens from the five citiessurrounding the landfill formed South Bay Caresto defeat a proposal for building a golf course ontop of the landfill. The group is especiallyconcerned that the heavy use of water on thegolf course (at least 400,000 gallons a day) willcause extensive groundwater contamination.The group has been diligently attending citycouncil and school board meetings anddistributing literature to create public awarenessof the health risks. The group was successful inhaving the usual 30-day comment period on thenotice of preparation extended to 60 days. Withina few of months of getting started, the group hadcollected 3,000 signatures on a petition to stopthe project. South Bay CARES is pushing forcomprehensive testing to be done anddemanding full disclosure of informationregarding the landfill and the health effects onthe children and residents surrounding it.

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Chap te r V I I I

School-based issues are local. Local schoolboards control school issues and decisions,with some oversight by state agencies. Fewlaws govern the “school environment.” Inmost states, school districts can actuallybuild a school on top of a dumpsite, andschools can routinely use toxic chemicalssuch as pesticides without restrictions andhaving to notifying parents. Generally, ittakes a crisis such as children becoming sickfrom pesticides, mold, or poor indoor air toget the attention of parents and schooladministrators. Consequently, parents needto lead the charge to change the way schoolsare built, maintained, and renovated.

Parents have been lulled into believing thatschools are “safe” for children. To a certainextent, this is true. School officials workdiligently to keep out drugs, alcohol, andviolence. Yet, when it comes to chemicalsand other contaminants in the school envi-ronment, most schools haven’t even begun totackle the issues and problems.

A healthy school environment can beachieved. The campaign’s research clearlyshows that alternatives are available forbuilding healthy schools that avoid the useof chemicals in building materials, furniture,and supplies that offgas and build up inclassrooms. Many of these same alterna-tives can be used during renovations and inportable classrooms. Alternatives also existfor maintaining and cleaning school build-ings and for controlling pests in ways thatavoid the use of toxic chemicals. But parentsand teachers will have to press for change ifwe are to achieve a healthy school environ-ment for all children, teachers, and schoolstaff.

The campaign has worked with many groupsacross the country who have successfully

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Here are several simple steps that parentscan take to see if their children are beingunnecessarily exposed to toxins orcontaminants at school. If a problem isidentified, you will find that you can bemore effective working with others whoshare your concerns. Chapter VII onorganizing shows how you can work withparents, community members, and schoolofficials to take action. Forming a groupwill make it easier to work with the schooladministration to correct problems and/orsuggest needed improvements. Identifyingthe places that pose a risk is the first step.

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Contact the school’s principal and find outwhen the last time the heating, ventilation,and air conditioning (HVAC) system waschecked out. Talk with the schoolcustodian and find out how often the filtersare cleaned or replaced. Also, ask if theindoor air quality was ever evaluated toidentify what pollutants might be presentin the school. Since the HVAC system cantransport pollutants throughout a school

promoted healthy building practices in theirschools. Many of these groups have set upschool-based environmental health and safetycommittees. Members of the campaign can putyou in touch with these groups so that you canlearn how they created change at their schools.Please contact the campaign for assistance. We’lldo our best to identify someone who can helpwith your specific needs.

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building, it can exacerbate a problem bydistributing contamination from one part ofa school to another. Make sure to dealdirectly with any existing problems.Eliminating the source of an indoor airquality problem is far more effective thanmerely increasing the ventilation or airconditioning to dilute the contamination.

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Look, or ask teachers, custodians, andothers if they have noticed roof leaks,damaged gutters, condensation on windowsor walls, localized flooding, or wet carpets.Moisture accumulation must be eliminatedor mold growth will continue. Mold can bevery harmful to the health of children,teachers, and staff. Constant monitoring isneeded to prevent the problem or catch itbefore it quickly spreads.

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Many school buses line up near air intakevents or near open windows and doors,allowing diesel fumes to enter the school.To identify air intake vents, walk aroundthe building and look for an area with agrate or ask the school custodian where itis. Advocate that school buses warm upand wait in an area as far away from theschool building as possible.

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If your school has a wooden playground,contact the school’s principal and find outwhat the wood is treated with. Manywooden playgrounds are made of woodtreated with the preservative chromatedcopper arsenate (CCA). The arsenic leaches

out of these wooden structures into thesurrounding soil and will get onto children’shands when they climb on playgroundequipment. Exposure to arsenic is known tocause cancer and other illnesses. Someschools and parks have already removedtoxic wood from playgrounds but othershave not. If your school playground wasbuilt using arsenic-treated lumber, considerthe following steps:

� Replace the arsenic-treated wood withalternative material.

� Seal the arsenic-treated wood every yearwith polyurethane or a hard lacquer.

� Don’t let children eat at arsenic-treatedpicnic tables, or at least cover the table witha coated tablecloth.

� Make sure children wash their hands afterplaying on arsenic-treated surfaces,particularly before eating.

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Contact the school’s principal and find outwhat the school does when they have a pestproblem. Ask if pesticides are used. Manyschools routinely spray with pesticides evenif there isn’t any evidence of problems.Other schools have adopted an integratedpest management (IPM) approach tomanage pest problems and to reduce theuse of toxic pesticides. If you find out thatpesticides are being used at your school,ask that all parents and school personnelreceive notification before any applicationsare done. The notice should include thename of the pesticide, the chemicalspresent in the formulation, and adescription of the health effects associatedwith exposure to these chemicals. This way

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parents can make informed decisions aboutwhether to send their children to schoolfollowing the application, whilesimultaneously advocating for the use ofless toxic pest control methods.

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Talk with the school’s custodian and askwhat he/she uses to clean the school. Youmay also have to talk with a schooladministrator who purchases supplies forall the school in your district. This personmay know more about what products areused to clean and maintain the schools.Many schools use extremely powerfulchemical-based cleaning products that canaggravate asthma problems and affectchildren’s nervous systems. Carpetcleaners and bathroom disinfectants aresome of the most worrisome products.Alternative disinfectants and cleaningproducts are available that will do the jobjust as well without posing risks forchildren. See the section “Cleaning andMaintenance” in Chapter V for resourceslisting these products. Working with otherconcerned parents to make sure theseresources are available to your school orschool district’s business manager willmake it easier for them to order productsthat can safely clean your child’s school.

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Take an inventory of the number of roomsin your school that are carpeted. Howmany have wall-to-wall carpeting and howmany have area rugs? Carpets arereservoirs for contaminants, includingpesticide residues, mold spores, andairborne toxins, as well as dirt and dust.These contaminants can pose a health riskto children. In addition, wall-to-wallcarpets are often glued to the floor withchemicals that will evaporate into the air

and pose health risks. The powerfulchemicals that are used to clean carpetsrepresent another health threat.Concerned parents should meet with theschool’s principal to advocate removingmuch of your school’s carpeting, especiallyin classrooms. Carpet floors can bereplaced with traditional flooring materiallike wood, terrazzo (ceramic) tiles, cork, orlinoleum.

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Contact the person at your school or districtwho has been designated to overseeasbestos-related activities. The principalshould know who that person is. Thisperson will know if the school has beentested for asbestos and whether it wasfound. If your school was built in the 1970sor earlier, it’s likely to have been built withasbestos insulation or with asbestos inceiling or floor tiles. Each school whereasbestos is found must havea management plan available for publicreview. Federal law requires that thepublic be notified at least once a year aboutthe asbestos activities in each school.Notification should be given to all parents,teachers, and school staff. Familiarizeyourself with the asbestos managementplan or insist on the creation of such a planif asbestos is found in your child’s school.

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Contact your school principal oradministrator and ask if the school hasbeen tested for lead paint or lead indrinking water. If you know or suspectlead paint is in the school, look for areaswhere there may be flaking or peelingpaint. Lead is found in interior paints andplumbing fixtures, primarily in buildingsbuilt prior to the 1970s. Lead affects thebrain and central nervous system, causingpermanent damage. Children are exposed

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through ingestion or inhalation, particularlyof peeling paint flakes or lead dust. Leaddust can be created through friction of awindow or door or during renovation projectsthat disturb materials containing lead.

Painted areas that may contain lead shouldbe especially well maintained to preventpeeling or flaking. If you have reason tobelieve that children are being exposed tolead paint or dust, ask the schooladministration to test for lead and to provideyou and other concerned parents with a copyof the results. You could also easily collect asample yourself using a “wipe” test from anarea such as a window or doorway. Thesample would then have to be sent to a labfor analysis.

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Look at the areas inside the differententranceways to your school, especially thosedoors that are primarily used by the children.How many have dust mats? Dust matsshould be placed immediately inside thedoors to capture dust and dirt particles andshould extend inwards for 9 to 15 feet,providing plenty of room for students andstaff to stomp off excess dirt. Dust mats areextremely effective in reducing dust and dirtcontaminants in schools. They should becleaned daily with vacuums using micro-filtration disks and bags.

Contact the Child Proofing Our Communitiescampaign if you have any questions or needany assistance in addressing how to build orrenovate a healthy school. We can bereached by phone at 703-237-2249, ext. 21and by email at [email protected] visit our web site atwww.childproofing.org.


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Agency for Toxic Substances and Disease Registry (ATSDR). 2000. “Toxicological Profile for Arsenic(Update),” Atlanta, GA: US Department of Health and Human Services, Public Health Service.Online at www.atsdr.cdc.gov/tfacts2.html

American School and University. 1998. “A Clean Bill of Health.” American School and University,September 1, 1998

American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc. (ASHRAE). 1992.“Thermal Environmental Conditions for Human Occupancy.” Standard 55-1992.

American Society of Testing and Materials (ASTM). 1998. ASTM E1971-98, Standard Guide forStewardship for the Cleaning of Commercial and Institutional Buildings, West Conshohocken, PA:American Society of Testing and Materials.

Ashkin, S. 2000. Unpublished Report to the Shelburne, Vermont Public School District. May 15.

Ashkin, S. 1999. Unpublished Report to the School District of Pittsburgh, Initial Assessment. March31.

Baker-Laporte, P., E. Elliot, and J. Banta. 2001. Prescriptions for a Healthy Household: A PracticalGuide for Architects, Builders and Homeowners. Second Edition. British Columbia: New SocietyPublishers.

Ban CCA. 2002. “CCA TAG Meeting Reveals Disturbing New Facts on CCA Hazards.” Summary ofmeeting held May 6. Prepared by Joseph Praeger. Online at www.bancca.org.

Bearer, C.F. 1995. “How Are Children Different from Adults?” Environmental Health Perspectives 103(Supplement 6): 7-12.

Berry, M.A. 1993. Protecting the Built Environment: Cleaning for Health. Raleigh, NC: Tricomm 21st

Press.

Bower, J. 1993. Healthy House Building: A Design and Construction Guide, Unionville, IN: TheHealthy House Institute.

California Department of Health Services (CDHS). 2001. “Mold In My School: What Do I Do?”Environmental Health Investigation Branch. Online at www.cal-iaq.org//iaqsheet.htm.

The Carpet & Rug Institute (CRI). 2002. ‘Green Label’ Testing Programs--Vacuum Cleaner Criteria.Dalton, GA: The Carpet & Rug Institute. Online at www.carpet-rug.com.

Centers for Disease Control and Prevention (CDC) and National Center for Health Statistics (NCHS).2002. Attention Deficit Disorder and Learning Disability. Atlanta, GA: US Department of Health andHuman Services, Public Health Service.

Centers for Disease Control and Prevention (CDC). 1997. “Update: Blood Levels--United States,1991-1994.” Morbidity and Mortality Weekly Reports. 46(07) (February 21): 141-146. Online atwww.cdc.gov/mmwr/preview/mmwrhtml/00048339.htm.

Center for Environmental Health (CEH). 2002. “Portable Classrooms: Healthy Learning or Health Risks?A Factsheet on Health Hazards of Portable Classrooms and Available Alternatives.” Oakland, CA: Centerfor Environmental Health.

Child Proofing Our Communities. (CPOC). 2002. Creating Safe Learning Zones: Invisible Threats,Visible Actions. Falls Church, VA: Center for Health, Environment and Justice. Online atwww.childproofing.org/cslzindex.html.

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Child Proofing Our Communities (CPOC). 2001. Poisoned Schools: Invisible Threats, Visible Actions.Falls Church, VA: Center for Health, Environment and Justice. Online at www.childproofing.org/poisonedschoolsmain.html.

The Collaborative for High Performance Schools (CHPS). 2001. Best Practices Manual, Vol. IPlanning, Vol. II Design, Version 1.0, San Francisco, CA: Eley Associates.

Donnay, A. 2000. “Carbon Monoxide: A Detective Story.” Wellness Letter. February.

Duehring, C. 1996. “Carpet: Laying It Safe.” The Green Guide 19:2-4.

Efficient Windows Collaborative (EWC). 2002. “How Windows Work.” Online atwww.efficientwindows.org/howtheywork.html.

Environmental Business News (EBN). 1995. “Wheat-Straw Particle Board.” 4(6) November/December.

Environmental Business News (EBN). 1992. “Formaldehyde-free Interior Grade MDF.” 1(1) July/August.

Environmental Working Group (EWG) and Healthy Building Network. 2001. Poisoned Playgrounds:Arsenic in Pressure-Treated Wood. Washington, DC: Environmental Working Group. Online atwww.ewg.org/reports/poisonedplaygrounds.

Environmental Working Group (EWG). 1999. Reading, Writing and Risk, Air Pollution InsideCalifornia’s Portable Classrooms. Washington, DC: Environmental Working Group. Online atwww.ewg.org/reports/readingwritingrisk/pressrelease.html.

Franklin County District Board of Health (FCDBH). 2001. “Health and Safety Issues Related to SmallArea Rugs and Carpets.” Fact Sheet. Columbus, OH: Franklin County District Board of Health. Online atwww.co.franklin.oh.us/board_of_health/.

Greenpeace International. 2002. PVC Alternatives Database. Online at www.greenpeace.org.au/pvc

Greenpeace United Kingdom. 1997. “PVC: The Poison Plastic.” Online at archive.greenpeace.org/

~toxics/html/content/pvc1.html.

Green Seal. 2000. “Industrial and Institutional Cleaners (GS-37).” Washington, DC: Green Seal.Online at www.greenseal.org/standards/industrialcleaners.htm.

Green Seal. 1996. “Wallboard, Fiberboard and Flooring.” The Choose Green Report, Washington, DC:Green Seal Environmental Partners. December.

Green Seal. 1993. “Paints (GS-11).” Washington, DC: Green Seal. Online at www.greenseal.org/standards/paints.htm.

Healthy Buildings (HB). 2000. “Alternatives to Toxics in Construction.” Fact Sheet. Oakland, CA:Greenaction, Center for Environmental Health, and San Francisco Department of the EnvironmentOnline at www.greenaction.org/healthybuildings.

Heschong Mahone Group (HMG). 1999. Daylighting in Schools: An Investigation into the RelationshipBetween Daylighting and Human Performance, California: Pacific Gas and Electric Company. Onlineat www.h-m-g.com.

Jaakkola, J.J.K., L. Øie, P. Nafstad, G. Botten, S.O. Samuelsen, P. Magnus. 1999. “188 SurfaceMaterials in the Home and the Development of Bronchial Obstruction in Young Children in Oslo,Norway.” American Journal of Public Health 89(2).

Janitorial Products Pollution Prevention Project (JP4). 2002. Online at www.westp2net.org/Janitorial/jp4.htm.

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Kuller, R., and C. Linsten. 1992. “Health and Behavior of Children in Classrooms WithoutWindows.”Journal of Environmental Psychology 12: 305-317.

Landrigan, P.J. 2000. “Disease of Environmental Origin in American Children: Prospects forResearch and Prevention.” Testimony before Committee on Appropriations, U.S. House ofRepresentatives, May.

Landrigan, P.J., J.E. Carlson, C.F. Bearer, J.S. Cranmer, R.D. Bullard, R.A. Etzel, J. Groopman, J.A.McLachlan, F.P. Perera, J.R. Reigart, L. Lobison, L. Schell, W.A. Suk. 1998. “Children’s Health andthe Environment: A New Agenda for Preventive Research.” Environmental Health Perspectives 106(Supplement 3):787-794, June.

Marshall, C.A. 2002 “Construction: Traps and Treasures,” American School and University, May 1,2002

Miller, N. Ed. 1995. The Healthy School Handbook, National Education Association, Washington,D.C.

Montgomery County Public Schools (MCPS). 2000. Pesticide Use in Schools, MCPS Regulation. July17.

National Academy of Sciences (NAS). 1984. Toxicity Testing: Needs and Priorities. Washington, DC:National Academy Press.

National Cancer Institute (NCI). 1999. Cancer Incidence and Survival among Children andAdolescents: United States SEER Program 1975-1995. Edited by L.A.G. Ries, M.A. Smith, J.G.Gurney, M. Linet, T. Tamra, J.L. Young, G.R. Bunin. Bethesda, MD: National Cancer InstituteSEER Program. NIH Pub. No. 99-4649. Online at seer.cancer.gov.

National Cancer Institute (NCI) 1998. Surveillance, Epidemiology, and End Results (SEER) CancerStatistics Review, 1973-1995. Edited by L.A.G. Reis, C.L. Kosary, B.A. Miller, and B.K. Edwards.Bethesda, MD: National Cancer Institute.

National Center for Education Statistics (NCES). 2000. Quality of Elementary and Secondary SchoolEnvironments. Washington, DC: National Center for Education Statistics.

National Clearinghouse for Educational Facilities (NCEF). 2002. Resource Lists, Financing Options.Online at www.edfacilities.org/rl/financing_options.cfm.

National Research Council (NRC). 1993. Pesticides in the Diets of Infants and Children. Washington,DC: National Academy Press.

National Safety Council (NSC). 1999. “Carbon Monoxide.” Online at http://www.nsc.org/ehc/indoor/carb_mon.htm.

Needleman, H.L. and P.J. Landrigan. 1994. Raising Children Toxic Free, New York, NY: Farrar,Straus and Giroux.

New York City Department of Health and Mental Hygiene (NYC DOH). 2001. “Facts About Mold.”Online at www.ci.nyc.ny.us/html/doh/html/epi/epimold.html.

New York City Department of Health and Mental Hygiene (NYC DOH). 2000. “Guidelines onAssessment and Remediation of Fungi in Indoor Environments.” Online atwww.nyc.gov/html/doh/html/epi/moldrpt1.html.

Ohio State University Extension (OSUE). 1996. “Indoor Air Quality: Molds and Dust.” Fact Sheet CDFS-191-06. Columbus, OH: Ohio State University Extension Community Development.

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Ott, Wayne R., and Roberts, John W. 1998. “Everyday Exposure to Toxic Pollutants.” ScientificAmerican. February.

Pesticide Watch Education Fund (PWED). 2000. Reducing Pesticide Use in Schools: An OrganizingManual. San Francisco: Pesticide Watch Education Fund.

Roberts, John R. 1999. “Reducing Dust, Lead, Dust Mites, Bacteria, and Fungi in Carpets byVacuuming.” Archives of Environmental Contamination and Toxicology 36: 477-484.

Schubert, S., Terry Shistar, and Jay Feldman. 1996. Voices for Pesticide Reform: The Case for SafePractices and Policy. Washington, DC: Beyond Pesticides (National Coalition Against the Misuse ofPesticides) and Northwest Coalition for Alternatives to Pesticides.

Shideler, Larry. 2002. What Your Customers Need to Know About Vacuum Filtration. Boise, ID: Pro-Team, Inc.

Solo-Gabrielle, H., T. Townsend , et al. 2000. Alternative Chemicals and Improved ManagementPractices for CCA-treated Wood. Florida Center for Solid and Hazardous Waste Management,Gainesville, FL, Report #00-03. Online at www.ccaresearch.org/publications.htm

U.S. Consumer Product Safety Commission (US CPSC). 2002. “Questions and Answers CCA-Treated Wood.” Online at www.cpsc.gov/phth/cca.html.

US Department of Energy (US DOE). 2002. “Implement Building Commissioning.” Washington, DC:US Deartment of Energy. Online at www.eren.doe.gov/energysmartschools/om_implement.html.

US Environmental Protection Agency (US EPA). 2001. Mold Remediation in Schools andCommercial Buildings. Washington, DC: Indoor Environments Division, Office of Air and Radiation.EPA 402-K-01-001. Online at www.epa.gov/iaq/molds/mold_remediation.html.

US Environmental Protection Agency (US EPA). 2000. Indoor Air Quality Tools for Schools, IAQCoordinator’s Guide, Second Edition. Washington, DC: Indoor Environments Division, Office of Airand Radiation. Online at www.epa.gov/iaq/schools/tfs/coordguide.pdf.

US Environmental Protection Agency (US EPA). 1999. Recognition and Management of PesticidePoisonings. Fifth Edition. Washington, DC: Pesticides and Toxic Substances, Office of Prevention.EPA 735-98-003.

US Environmental Protection Agency (US EPA). 1998. Chemical Hazard Data Availability Study:What Do We Really Know about the Safety of High Production Volume Chemicals? Washington, DC:Office of Pollution Prevention and Toxic Substances.

US Environmental Protection Agency (US EPA) and Consumer Product Safety Commission (CPSC).1995. The Inside Story: A Guide to Indoor Air Quality. Washington, DC: Office of Air and Radiation.

US Environmental Protection Agency (US EPA), Department of Health and Human Services and USPublic Health Service. 1992. A Citizen’s Guide to Radon. Third Edition. Washington, DC: Office ofAir and Radiation.

US Environmental Protection Agency (US EPA), National Institute of Occupational Safety andHealth (NIOSH). 1991. Building Air Quality: A Guide for Building Owners and Facility Managers.Washington, DC: Indoor Air Division.

Vermont Public Interest Research Group (VPIRG). 2000. Health Schools for Healthy Kids A ParentsGuide to Improving School Environmental Health. Montpielier, VT: Vermont Public Interest ResearchGroup. Online at www.vprig.org.

Wilson, A. 1999. “Linoleum Naturally,” Architecture Magazine. May.


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American Federation of Teachers represents K-12 teachers, other school employees, health careprofessionals, and public employees. It provides technical assistance to members on indoor airpollution and other environmental problems in schools. 555 New Jersey Ave., NW, Washington, D.C.20001-2079; (202) 879-4400; www.atf.org.

Beyond Pesticides/National Coalition Against the Misuse of Pesticides (NCAMP) is anational network of membership organizations committed to pesticide safety and adoption ofintegrated pest management strategies that reduce or eliminate toxic chemical use. 701 E. St., SE,Suite 200, Washington, D.C. 20003-2841; (202) 543-5450; info@beyondpesticides;www.beyondpesticides.org.

California’s Coalition for Adequate School Housing (CASH) promotes state and local fundingalternatives for public K-12 school construction, maintenance, and modernization. Its membershipcomprises over 500 CA school districts. C/O Murdoch, Waalrath and Holmes, 1130 K St., Ste. 210,Sacramento, CA 95814; www.cashnet.org.

Center for Children’s Health and the Environment (CCHE) is the nation’s first academicresearch and policy center to examine the links between exposure to toxic pollutants and childhoodillness. The center is part of the Department of Community and Preventive Medicine at Mount SinaiSchool of Medicine. Mount Sinai School of Medicine, Box 104 One Gustave Levy Place, New York,NY 10029; (212) 241-7840; fax: (212) 360-6965; [email protected]; www.childenvironment.org.

Center for Health, Environment and Justice (CHEJ) provides organizing and technicalassistance to grassroots groups addressing threats to public health from toxic pollution. CHEJcoordinates the Child Proofing Our Communities and Stop Dioxin Exposure campaigns. P.O. Box6806, Falls Church, VA 22040; (703) 237-2249; fax: (703) 237-8389; [email protected]; www.chej.org.

Children’s Environmental Health Coalition researches the environmental causes of childhoodcancers. The organization has compiled a guide for creating a healthy house and maintains a listingof numerous suppliers of alternatives to pressure-treated wood, plywood, and particleboard. P.O. Box1540, Princeton, NJ 08542; (609 ) 252-1915; fax: (609) 252-1536; [email protected];www.checnet.org.

Children’s Environmental Health Network is a national multi-disciplinary effort that focuses oneducation, research, and policy to promote a healthy environment and to protect children fromenvironmental hazards. 110 Maryland Ave. NE, Ste. 511, Washington, D.C. 20002; (202) 543-4033;fax: (202) 543-8797; [email protected]; www.cehn.org.

Collaborative for High Performance Schools (CHPS) is a California-based group that isdeveloping programs and information for school districts and designers on the construction andmodernization of high-performance facilities. It is addressing such issues as student and teacherhealth, student performance, operating costs, and environmental impacts. 142 Minna Street, 2ndFloor, San Francisco, CA 94105; (877) 642-2477; [email protected]; www.chps.net.

The Green Roundtable, Inc. promotes green building projects by providing resources, training,education and consultation. Its membership includes community organizers, educators, facilitymanagers, engineers, architects, environmental groups and contractors. 201 Winchester Street,Brookline, MA 02446; (617) 374-3740; fax: (617) 731-8772; [email protected];www.greenroundtable.org.

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Green Seal promotes the purchase of environmentally responsible products by developingenvironmental standards and making product recommendations. Green Seal works withmanufacturers, industry sectors, purchasing groups, and all levels of government. 1001 ConnecticutAve., NW, Suite 827, Washington, DC 20036-5525; (202) 872-6400; fax: (202) 872-4324;www.greenseal.org.

Healthy Building Network (HBN) is a national network of environment and health activists,socially responsible investment advocates, green building professionals, and others interested inpromoting healthier building materials. HBN provides current and comprehensive resources onarsenic and PVC. 2425 18th St., NW, Washington, DC 20009-2096; (202) 232-4108; fax: (202)332-0463; [email protected]; www.healthybuilding.net.

Healthy Kids: the Keys to Basics works with educators, health professionals, community officials,organizations and parents to promote a better understanding of the health and educational needs ofstudents with asthma and other chronic health conditions. 79 Elmore Street, Newton, MA 02459-1137; (617) 965-9637; erg [email protected]; www.healthy-kids.info.

Healthy Schools Network, Inc. promotes environmentally responsible schools by providingguides, reports, and technical assistance to parents and others in the education community. Theorganization also works with local, state and national parent, public health, environment, andeducation groups for systemic reforms. Its publications include Healthier Cleaning and MaintenancePractices and Products for Schools (1999) and Sanitizer and Disinfectants Guide (2001). 773 MadisonAvenue, Albany, NY 12208; (518) 462-0632; fax: (518) 462-0433; www.healthyschools.org.

IPM Institute of North America, Inc. assists with developing and maintaining IPMrequirements, training and certifying compliance verifiers, and heightening consumer awareness ofand support for IPM-identified products and services. Its manual, IPM Standards for Schools: AProgram for Reducing Pest and Pesticide Risks in Schools, provides guidance on least-toxic pestmanagement practices. 1914 Rowley Ave., Madison, WI 53705; (608) 232-1528; fax: (608) 232-1530;[email protected]; www.ipminstitute.org.

Janitorial Products Pollution Prevention Program (JP4), sponsored by US EPA, CA EPADepartment of Toxic Substance Control, and regional CA governments, offers tools for custodial stafffor reducing the use of toxic cleaning products. Resources include information on high risk products,ingredient information, guidance on setting up an environmentally preferable purchasing programand workshop materials on how to select and use safe janitorial products. Contact Carol Berg,Environmental Analyst, Santa Clara County Pollution Prevention Program, 1735 North First Street,Suite 275, San Jose CA 95112; 408-441-1195; fax: 408-441-0365; [email protected];www.westp2net.org/Janitorial/jp4htm.

Leadership in Energy and Environmental Design (LEED) Building Rating System evaluatesthe environmental performance of commercial, institutional, and large residence buildings over theirlifecycles. A self-assessing checklist assigns point values for the incorporation of certain greenfeatures in categories such as site location, building materials, indoor environmental quality, andwater and energy efficiency. United Stated Green Building Council, 1015 18th Street, NW, Suite 805Washington, DC 20036; (202) 828-7422; fax: (202) 828-5110; [email protected]; wwwusgbc.org.

Massachusetts Healthy Schools Website sponsored by the Massachusetts Public HealthAssociation promotes healthy indoor air environments and sustainable school buildings by provid-ing resource listings for understanding air quality, maintaining healthy schools, reducing toxins andsafety hazards, and building green schools. 434 Jamaicaway, Jamaica Plain, MA 02130; (617) 825-SAFE, ext. 19; www.mphaweb.org/pol schools.html.

National Clearinghouse for Educational Facilities (NCEF) provides extensive informationresources for people who plan, design, build, and maintain K-12 schools. NCEF is part of the USDepartment of Education’s Educational Resources Information Center (ERIC). Resources addressschool siting, design, construction, renovation, maintenance and operation, financing, and planning;issues addressed include indoor air quality, pest management, and sanitation. National Institute ofBuilding Sciences, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005; (202)289-7800;fax: (202) 289-1092; www.edfacilities.org.

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National Parent Teacher Association represents the interests of children and youth beforegovernment bodies and other organizations. It has issued position statements and resolutionsconcerning environmental issues that impact children’s health and supports integrated pestmanagement. 330 N.Wabash Ave., Suite 2100, Chicago, IL 60611-3690; (312) 670-6782; fax:(312)670-67783; [email protected]; www.pta.org.

US Environmental Protection Agency has a number of web pages that offer more information onthe issues addressed in this primer. For the web page of the Office of Children’s Health Protection,see yosemite.epa.gov/ochp/ochpweb.nsf/homepage. The EPA offers information about asbestos,including a link to remediation contractors by state, at www.epa.gov/opptintr/asbestos. EPA maps ofradon zones can be viewed at www.epa.gov/iaq/radon/zonemap.html. The EPA suggests that the zonemaps be supplemented with the Map of Radon Zones Document (EPA-402-R-93-071) and anyavailable local data. You can order EPA documents from the National Center for EnvironmentalPublications (NSCEP), P.O. Box 42419, Cincinnati, OH 42419; (800) 490-9198; fax: (513) 489-8695.

University of Minnesota Extension Service and Department of Environmental Health andSafety jointly maintain a web site on school indoor air quality, which was developed to answerquestions generated by Minnesota K-12 school health and safety personnel and school custodians:www.dehs.umn.edu/iaq/school.

Vermont Public Interest Research Group (VPIRG) is spearheading the Healthy SchoolsInitiative. The Parents’ Guide for Improving School Environmental Health (available online) providesguidance on clean indoor air, the elimination of pesticides at schools, and safe cleaning andmaintenance supplies. 141 Main St., Ste. 6 Montpelier, VT 05602; (802) 223-5221; fax: (802) 223-6855; [email protected]; www.vpirg.org.

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