IAQ Tools for Schools
Improved Academic Performance
Frequently Asked Questions
What Environmental Factors Are Important and Practical to Address?
School districts face tough choices in deciding how to allocate resources. However, funds invested in facility maintenance to prevent and fix problems that impact health and learning are both sound and necessary. So, how should schools invest their money?
The U.S. Environmental Protection Agency’s Indoor Air Quality Tools for Schools Program was launched in 1995 to help school districts effectively manage IAQ and improve the health and academic performance of students. Since its inception, thousands of school systems have adopted IAQ management plans based on IAQ Tools for Schools guidance.
In 2007, EPA conducted an in-depth evaluation of three school districts that had implemented IAQ Tools for Schools management programs to identify the programs’ impacts and the key drivers of improved outcomes. Before the programs were implemented, common IAQ challenges at all three sites included HVAC system problems; cleanliness issues; unsafe storage of chemicals and chemical-based products; signs of dampness and mold; and pest management and food storage issues. After program implementation, all three cases showed positive IAQ outcomes resulting from improved policies for HVAC maintenance, cleaning, use of smooth flooring (e.g., tile) rather than carpet, construction and renovation management, and plant and animal policies.
The weight of the scientific research combined with this field experience suggests that effective IAQ management plans will focus on the following:
- Maintain the HVAC System
- Control Moisture to Avoid Dampness and Mold
- Clean Thoroughly and Control Allergen Sources
- Select Products and Materials with Low Emissions
- Control Pests Using an Integrated Pest Management Program
- Source Control
Maintain the HVAC System
Maintenance and control of the HVAC system is perhaps the most critical component of any school district IAQ strategy designed to improve health and academic performance. Features of the HVAC system most associated with health and learning include:
- Compliance with American Society of Heating, Refrigerating, and Air-Conditioning Engineers, or ASHRAE, outdoor air ventilation standards in every occupied space.
- Uniform temperature and humidity conditions that are within comfort standards with lower rather than higher temperatures preferred.
- Regularly changed medium efficiency (MERV of 5-13) filters.
- Clean and freely draining drain pans.
- Dry insulation.
- No major contaminant sources near any intake vent openings.
In addition to improving occupant health and performance, regular HVAC maintenance saves energy. Experience with ENERGYSTAR® qualified buildings demonstrates that well-maintained HVAC systems of average efficiency save more energy than high-efficiency HVAC systems that are poorly maintained. Well-maintained systems reduce energy use by an average of 15 to 20 percent.
The presence of dampness and mold increases the risk of asthma and related adverse respiratory health effects in homes by 30 - 50%. The evidence in schools and offices points to similar conclusions. 38 and 17
Control Moisture to Avoid Dampness and Mold
Dampness and mold are closely linked to respiratory illnesses. Controlling sources of moisture — such as leaky roofs and pipes and cracked foundations — prevents further building damage and saves on major repairs and replacement costs in the long term. Replacing stained ceiling tiles, cleaning spills within 24 to 48 hours, and thoroughly drying damp or freshly cleaned carpets help prevent mold and mildew.
Clean Thoroughly and Control Allergen Sources
A rigorous cleaning program helps maintain an environment conducive to health and learning. Schools should follow good cleaning protocols, choose low-toxicity cleaners, avoid aerosol sprays, and establish measurable cleaning standards. Areas of focus include floors, surfaces and restrooms. Some districts have chosen smooth surface flooring to improve the ability to clean. Surface dust, particularly dust containing gram-negative bacteria or allergens, affects occupant health and performance. A large percentage of dust, including allergens, comes from outside the school. Cat allergens for example, may come in on clothing, while tree or grass pollen may enter through open doors or windows. In addition to a robust cleaning regimen, it is important to control animal allergens from classroom pets or pest allergens by using an integrated pest management program. Disinfecting frequently touched surfaces and encouraging proper hand-washing also helps prevent the spread of infectious agents.
Select Products and Materials with Low Emissions
Children may be inherently more vulnerable to environmental hazards because their physiology is still developing. Therefore, environmental factors in schools can cause serious health problems for children. For example, children's breathing rates relative to their body mass are four to six times greater than adults' breathing rates, often making children far more susceptible to airborne contaminants.
Growing interest in green buildings has stimulated the emergence of new programs to test and certify product and material emissions for IAQ. The Collaborative for High Performance Schools (CHPS) program (www.chps.net 
) along with programs recognized by CHPS as comparable are the best current resource for school districts to reference when considering materials selection. The certification criteria employ concentration limits for chronic health impacts, but protocols for evaluating acute health impacts have yet to be developed. Acute exposures are particularly important for wet products, such as paints and adhesives, so in addition to meeting the CHPS criteria, wet products that also satisfy Green Seal (www.greenseal.org ) certification criteria could offer added protection. Cleaning products can be a significant source of contamination indoors because of their frequent use. Indeed, emissions from cleaning and maintenance of building materials and furnishings can far exceed those of the material itself over its life cycle. The Janitorial Products Pollution Prevention Project provides a useful resource for evaluating the toxicity of cleaning products, see www.wrppn.org/Janitorial/tools/haz2.htm
Recent research demonstrates that many cleaning products, including those labeled as “green,” contain chemicals that readily react with ozone in the air to produce secondary emissions from chemical reactions that may be far more harmful than the primary emissions from the product itself. School districts should note that cleaning products and air fresheners containing terpenes — also known as essential oils — are particularly prone to this phenomenon.
Control Pests Using an Integrated Pest Management Program
Pesticides kill living organisms, such as rodents, cockroaches, flying insects and ants. As such, pesticides are harmful to humans, especially to children, and their use should be minimized. An Integrated Pest Management, or IPM, program controls pest populations primarily by minimizing pest entry into the school and removing their sources of food, water and shelter, while avoiding the use of harmful pesticides. When these measures are not sufficient, glues and traps are used when possible, while the careful and judicious application of pesticides is used as a last resort. With an IPM approach, pesticides are chosen to minimize toxicity impacts on occupants and are applied only where needed and only in the amount needed to reduce the pest population below predetermined action thresholds. Besides keeping the school clean, IPM maintenance practices include storing trash in tight containers; sealing cracks in walls or along the foundation; sealing openings for pipes and electrical wiring; fixing leaks; removing standing water; installing wire mesh on vents and floor drains, and screens on open window areas; and using good sanitation practices in food preparation and eating areas. Students and staff can participate in the program by removing leftover food and clutter from lockers, desks, classrooms, and lounge areas; keeping their pet habitats clean; and storing their food in tight containers. School districts that apply the IPM approach do not allow students and staff to bring pesticides into the school. EPA’s pesticides Website provides additional information on IPM programs, including how to get started, see www.epa.gov/pesticides/ipm/
Source Control
In the school environment, a broad range of indoor air pollutants — including radon, allergens, and particulates such as from diesel exhaust and environmental tobacco smoke — adversely affect children’s health. To minimize the harmful effects of indoor air pollutants, it is important to determine and control their sources. Usually the most effective ways to improve IAQ are to eliminate or replace individual sources of pollution, reduce emissions, or place a barrier around the source so fewer pollutants are released into indoor air. Some approaches to source control include testing for the presence of radon, prohibiting school buses from idling near the school, enforcing no-smoking policies, avoiding the placement of garbage in rooms with HVAC equipment, and replacing moldy materials. Construction activities also can generate heavy pollution loads in occupied areas. During construction, schools can manage potential source problems by isolating the construction zone using physical barriers and exhaust fans; sealing HVAC intake ports from the construction contaminants; and monitoring results to ensure that all specifications are met. In many cases, source control is a more cost-effective approach to protecting IAQ than increasing ventilation because increasing ventilation can increase energy costs.
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