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Frequent Questions
 

How pervasive is the problem of poor IAQ in schools?

Indoor levels of air pollutants can be two to five times higher, and occasionally 100 times higher, than outdoor levels. Nearly 56 million people, approximately 20 percent of the U.S. population, spend their days inside elementary and secondary schools. In 1999, the National Center for Education Statistics of the U.S. Department of Education reported that approximately 25 percent of public schools described unsatisfactory ventilation, while 20 percent of schools told of unsatisfactory IAQ. IAQ problems can cause discomfort and contribute to short- and long-term health problems for students and staff.

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What factors in schools contribute to poor IAQ?

Several factors in schools can contribute to poor IAQ. Some of the most common problems that contribute to poor IAQ include:

EPA offers guidance to address these common problems and many others and to help building managers establish preventive maintenance practices to reduce the frequency with which these problems occur.

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Do IAQ problems affect certain types of schools or certain locations of the country more than others?

All types of schools -- whether new or old, big or small, elementary or high school -- can experience indoor air quality problems.

Schools across the country have an array of indoor air problems.  Biological problems, such as mold and mildew, are particularly pronounced in the Southeast where humidity levels are high. However, schools across the country (even in desert areas) have experienced mold problems.  For more information, see www.epa.gov/mold

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Why should schools take IAQ seriously?

The quality of the indoor air can either impede or assist a school in meeting its core mission -- educating students. Failure to prevent or quickly resolve problems can:

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What is EPA doing about IAQ in schools?

EPA's IAQ Tools for Schools Program is devoted to providing outreach products and services to schools to help them create and maintain healthy indoor environments and implementation is a top priority and teaches school staff to:

Some EPA Regional Offices and EPA Cooperative Partners are providing workshops on IAQ Tools for Schools.

In addition, EPA has recently developed the Healthy School Environments Assessment Tool (HealthySEAT), which will help schools track and evaluate many environmental measures and issues, including IAQ.

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What assistance can EPA provide to help me address IAQ issues?

EPA offers IAQ TfS publications available for download and that can be ordered at no cost. In addition, EPA has 10 regional offices throughout the U.S. with staff who can provide technical and educational assistance to schools on how to address IAQ concerns and implement the IAQ TfS Program. EPA also has established partnerships with several school and health associations and provides grant funding for these organizations to conduct outreach and assist schools with implementing IAQ TfS. In 2002, EPA established the IAQ TfS Mentor Network. It serves as an open forum for discussing strategies for successful implementation of the IAQ TfS Action Kit and Program and for addressing IAQ problems effectively. Members of the Network, who have successfully implemented the IAQ TfS Program and continue to use EPA’s guidance to address IAQ concerns in their schools, volunteer their time to help other schools address IAQ problems and establish IAQ management programs.

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What are EPA's basic recommendations to schools?

EPA’s top 10 recommendations for improving indoor air quality in schools include the following:

  1. Implement a comprehensive, district-wide indoor air quality maintenance program consistent with the U.S. EPA’s IAQ TfS Program.
  2. Conduct regular building walkthrough inspections, and measure temperature, relative humidity, carbon monoxide, and carbon dioxide. Following the school walkthrough, identify and prioritize indoor air quality problems in the school.
  3. Ensure that all HVAC system air supply diffusers, return registers, and outside air intakes are clean and unobstructed. Regularly change filters and ensure condensate (or drip) pans are draining properly.
  4. In order to flush polluted air out of the school, bring adequate outdoor air into the building using the school ventilation system. Maintain minimum outdoor air ventilation rates consistent with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) standard 62.1, which for classrooms is about 15 cubic feet per minute (cfm) of outdoor air per person.
  5. Maintain indoor humidity levels between 30 percent and 60 percent to ensure comfort and reduce problems with mold and bacteria.
  6. Regularly clean and remove dust from hard surfaces with a damp cloth, and vacuum using high-efficiency filters.
  7. Follow the U.S. EPA’s guidelines for the prevention and remediation of mold.
  8. Promptly fix moisture problems, including those from roof, window, and plumbing leaks. Thoroughly dry wet areas within 24-48 hours to prevent mold growth.
  9. Employ integrated pest management (IPM) methods in your school instead of traditional pesticide-based methods.
  10. Use low volatile organic compound (VOC) paints, adhesives, and cleaning products that emit lower levels of gases into the air.

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How will the IAQ TfS Action Kit help me address IAQ issues in my school/district?

EPA includes in the IAQ TfS Action Kit several resources, including checklists, videos, and a Problem Solving Wheel. These resources can help you conduct an effective inspection of your building to identify problem areas that could contribute to poor IAQ.

The “Taking Action & Ventilation Basics,” and “IAQ TfS Walkthrough” videos illustrate strategies for making the best use of the resources in the Action Kit, conducting a walkthrough of your building, and maintaining the school’s HVAC system to keep it operating at peak performance.

Checklists in the Action Kit may be distributed to appropriate staff. These staff members should complete the checklists for their areas of the building (e.g., food service, classrooms, health center, administrative offices). The IAQ team should then review the completed checklists to identify potential problems and prioritize repairs.

The Problem Solving Wheel can help link health complaints with the potential sources or causes. Once a problem has been identified, proper staff should investigate the area where the problem originates.

These resources and other guidance included in the Action Kit can be used to develop an IAQ management plan, including policies and procedures, which will serve as a reference manual for how to address IAQ-related concerns in an organized manner.

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Will specialized training or tools be required to complete the recommended activities in the IAQ TfS Action Kit?

Nearly all of the activities can be successfully completed without any specialized training or tools. One of the activities, the measurement of the amount of outdoor air being supplied indoors, requires an airflow measurement device such as a flow hood or pitot tube. The Action Kit provides basic information on the costs and sources of this equipment as well as some cost-saving ideas, such as equipment sharing.

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Are schools required to follow the IAQ TfS guidance?

EPA does not require schools to use the voluntary IAQ TfS guidance, nor does it require the retention or submission of any information gathered. However, some states have recently enacted legislation that requires schools to take specific IAQ actions.  See question and answer #21 below.

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How can I get an IAQ Tools for Schools Kit and other information?

A list of available schools-related IAQ publications is available on this Web site. Most of the publications may be downloaded in PDF format. All of these resources are available free of charge, including the IAQ TfS Action Kit, individual Problem Solving Wheel, videos, and other IAQ publications. For general information on IAQ or to order materials, contact EPA's IAQ INFO Hotline at 1-800-438-4318.

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How much will it cost to fix IAQ in my school and ensure good IAQ in the future?

The IAQ TfS Program advocates proactive measures, and the majority of the recommendations in the IAQ TfS Action Kit are either low cost or no cost. These low- and no-cost actions will help to minimize the extent and frequency of costly repairs. Following the IAQ TfS guidance will enable schools to correct existing problems and prevent future problems from occurring. However, some problems will require significant expenditures (e.g., replacing a leaking roof; updating the HVAC system to achieve adequate ventilation; or remediating a mold problem).

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What resources are available to help my school district finance IAQ projects?

EPA’s IAQ TfS Program and Kit offer several low-cost/no-cost tips for addressing problems to improve a building’s IAQ. However, many more expensive improvements are difficult to finance from the existing school budget. To help schools overcome this challenge, EPA has developed a searchable, online directory of foundations that provide grant assistance to public schools in need of funding for projects associated with the identification, resolution, and prevention of IAQ problems. In addition, the directory includes tips for preparing a winning grant proposal. EPA’s Funding Mechanisms Website also provides information about tax-exempt leases, system benefit funds, and performance based contracting – all of these are proven options for financing school infrastructure projects.  See www.schooliaqfunding.org exiting EPA

Many schools and districts have benefited from school-business partnerships through which local businesses donate equipment, supplies, or other services that schools need for building renovation projects to improve IAQ.

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Can EPA send someone to check the IAQ in my/my child’s school?

Unfortunately, EPA does not have the resources to test schools for IAQ problems. If you suspect a problem in your school, you can likely work with your local health department to determine the nature and extent of the problem.

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Is my child’s school safe?

Every type of building has the potential for poor IAQ, including schools. While some schools may have minor problems, others may have more significant issues. The IAQ TfS Action Kit provides the school staff with practical steps they can take to identify and correct current problems and prevent future problems. Awareness of the issues and proactive steps to ensure good IAQ will go a long way toward providing a safe and productive learning environment for children.

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How does poor IAQ affect me/my child?

Poor indoor air quality in schools can have adverse health effects for students and staff. Exposure to poor IAQ can result in illness, including nausea, eye and skin irritation, headaches, vomiting, and can trigger asthma attacks. Poor indoor air quality can also hinder students and teachers from performing well, specifically on tasks requiring concentration and memory. Living or working in a building with poor indoor air quality can lead to a chronic condition known as multiple chemical sensitivity, an illness that results in heightened sensitivity and a more intense reaction to biological and chemical products in the surrounding environment.

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Should smoking be allowed in schools?

Children are particularly susceptible to the effects of environmental tobacco smoke (or secondhand smoke). Therefore, every effort should be made to keep children's environments smoke free. Based on the Pro Kids Act, schools which receive federal funding may not allow smoking within the school. If the school chooses to operate a smoking lounge, it should be vented directly to the outdoors, and the room should be under negative pressure compared to surrounding spaces. The room should be located such that children never need to enter the space. If smoking areas are located outside, they should be positioned away from the doors, operable windows, and outdoor air intakes.  See www.epa.gov/smokefree/

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Are there statistical data available regarding IAQ in schools?

In 2002, EPA conducted a survey of public and private schools across the country to determine the extent to which these schools are implementing IAQ programs. The results of the survey indicate that 42 percent of schools in the U.S. have an IAQ management program in place (about half of those schools use the IAQ Tools for Schools Program). Survey respondents said that their IAQ programs have led to improved workplace satisfaction, fewer asthma attacks, fewer visits to the school nurse, and lower absenteeism.

According to a U.S. Department of Education National Center for Education Statistics report, about 25 percent of U.S. schools need extensive repair or replacement of one or more buildings. Nearly 11 million students attend these schools. Improper building operations and deferred maintenance contribute to poor indoor environmental conditions. About 40 percent of schools report at least one unsatisfactory environmental condition such as poor ventilation, heating or lighting problems, or poor physical security.

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Will fixing the radon problem in a school automatically fix all IAQ problems?

No. Radon problems in schools are often remedied by increasing the ventilation. However, this will not necessarily remedy an IAQ problem. Some indoor pollution issues cannot be corrected by increasing ventilation. Increasing the ventilation in areas with high humidity or elevated outdoor air pollutants may, in fact, make an existing IAQ problem worse.  See www.epa.gov/radon

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Does carpet cause IAQ problems in schools?

Carpet use in schools provides a decrease in noise, falls, and injuries. IAQ problems can be encountered with carpet and many other materials if the school has any type of water intrusion or moisture problem, such as a leaky roof. If carpeting remains damp, it can become a primary source for microbial growth, which frequently results in adverse health effects. Carpet and other furnishings that become significantly water damaged should be removed and discarded or steam cleaned and thoroughly dried before reinstallation.

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What type of air monitoring is required in schools?

At present, EPA does not require air monitoring in schools. However, your state or local jurisdiction may have implemented some type of monitoring requirements. Learn more about IAQ laws in your state by visiting the Environmental Law Institute's Website: www.eli.org exiting EPA View their database of state indoor air quality laws: database excerpt: IAQ in schools at www.elistore.org/reports_detail.asp?ID=11108 exiting EPA

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Renovation activities are occurring while school is in session. Is this dangerous?

Schools often opt to undertake renovations when school is not in session during the summer or other breaks. However, some projects may extend into the school year. If appropriate safety precautions are undertaken, then these activities should pose no risk to the building’s occupants. In particular, the area under construction should be separated from the occupied areas by a barrier. Also, the area under construction should be under negative pressure so that airborne pollutants are not distributed to occupied areas of the building.

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