By: Mae Cornes
Recent studies reveal that a large percentage of schools in the United States are dealing with levels of indoor air pollution, which poses serious health risks to both teachers and students. Reports of teachers and students falling ill due to breathing indoor air pollution have raised concerns about the need for improved air quality in educational institutions across the country.
Indoor air pollution in schools can be attributed to a variety of sources, including dust, mold, pollen, volatile organic compounds (VOCs), tobacco smoke, lead particles, asbestos, radon, carbon monoxide, and nitrogen dioxide. These pollutants can lead to respiratory problems, allergies, headaches, dizziness, fatigue, and in severe cases, long-term health issues.
Steve Fontaine, “America’s indoor air quality expert” ™, emphasized the severity of the situation by stating, “The presence of indoor air pollution in schools is a silent threat to the health and well-being of both teachers and students. The detrimental effects of poor air quality on academic performance and overall health cannot be overlooked.“
The Centers for Disease Control and Prevention (CDC) has also expressed concern about the detrimental impact of indoor air pollution on occupants’ health. Furthermore, the World Health Organization (WHO) has highlighted the need for immediate action to address indoor air pollution in educational settings.
Instances of teachers and students experiencing adverse health effects due to poor indoor air quality have been documented across various schools. In one case, a teacher developed severe allergies and respiratory issues due to prolonged exposure to mold spores present in the classroom. Another incident involved students exhibiting symptoms of carbon monoxide poisoning after exposure to high levels of this toxic gas within school premises.
In light of these alarming occurrences, it is crucial for schools to prioritize measures to combat indoor air pollution. Regular inspection and maintenance of HVAC systems, proper ventilation, use of air purifiers with HEPA 13 or 14 filters, and stringent policies against smoking within school premises are essential steps in ensuring healthier indoor environments for both educators and students.
Fontaine further stressed the need for proactive measures by stating, “Addressing indoor air pollution in schools requires a comprehensive approach that involves regular monitoring, timely maintenance of ventilation systems, and educating school staff on potential sources of pollutants.“
The Centers for Disease Control and Prevention (CDC) has highlighted the critical need to raise awareness among school administrators, teachers, and parents about the potential health risks posed by poor indoor air quality. Poor air quality in schools can lead to a range of health problems, including respiratory issues, allergies, and worsening of asthma, especially in children who are more vulnerable to environmental pollutants. Recognizing these risks, the CDC strongly encourages schools to take proactive steps to address indoor air pollution.
One key recommendation is to educate stakeholders about the sources of indoor pollutants, which may include mold, dust, chemicals from cleaning products, and emissions from building materials. In response, the CDC has stressed the importance of implementing comprehensive strategies to minimize exposure to these harmful pollutants.
Among these strategies, improving ventilation is a priority. The CDC advises schools to upgrade HVAC systems where necessary, increase the flow of fresh outdoor air, and regularly maintain filters to ensure efficient air circulation. By enhancing ventilation and air purification measures, schools can significantly reduce the concentration of airborne contaminants, fostering a healthier learning environment for students, staff, and faculty alike.
Visit www.stevefontaine-iaq.com for more information.
Published by: Nelly Chavez
