Synergist - September 2010

Ventilation issues arise frequently in school buildings, and can be corrected, for the most part, through proper operation and maintenance of systems. Temperature control issues, while straightforward, can be challenging due to occupants’ differing preferences and system limitations. Establishing communication between maintenance and occupants to manage thermal control and helping occupants understand system limitations can resolve many issues.

Similarly, concerns about the quality of routine cleaning in classrooms can often be addressed by helping occupants understand which resources are available and opening lines of communication with custodial staff. Concerns regarding cancer clusters are not uncommon; these can be addressed through assessments for potential carcinogens and by educating occupants regarding the complexities of such associations. (The Centers for Disease Control has excellent resources regarding the investigation of cancer clusters; see www.cdc.gov/nceh/clusters/ default.htm for more information.) Issues surrounding portable classrooms have garnered much concern and been subject to significant evaluation. The State of California has developed a considerable amount of data and resources regarding this issue ( www.arb.ca.gov/research/ indoor/ pcs.htm).

In addition to commonly encountered issues, research and guidelines developed by the United States Environmental Protection Agency (EPA) can generate concerns. Some recent examples include EPA activities surrounding outdoor air contaminants near schools (specifically acrolein), polychlorinated biphenyl (PCB) containing caulking materials, and the new lead RRP rule. Beyond the activities of public health agencies, media stories on environmental health issues regularly become IEQ concerns in schools within days.

Resolution

Finding a definitive smoking gun in any
IEQ investigation can make an IH the
hero of the day. Unfortunately, in
schools, as in many environments, this is
more the exception than the rule.
Nonetheless, a key element in a success-
ful resolution is to give occupants rea-
sons to feel better about their
environment. Even in the absence of
clear causal issues, identify actions that
can improve indoor air quality. A find-
ing of “no problems” does little to re-
solve issues in a school environment.

Prevention

Most IEQ problems in schools can be prevented through good management, especially when stakeholders are cooperative and confident about proposed solutions. When incidents arise, properly planned and executed responses can significantly reduce impacts upon occupants and budgets. EPA has developed an extensive set of resources to help schools manage IEQ issues, most of which are available on their “Healthy School Environments” page ( http://epa.gov/schools/index.html). This site contains the continually expanding “Tools for Schools” program and a growing collection of resources dedicated to sustainable design of schools and electronic tools for evaluating and managing environmental issues.

Unfortunately, those responsible for addressing IEQ issues in schools frequently find themselves wearing more hats and managing leaner budgets. Little time and few resources are available to embrace many of EPA’s tools. These circumstances provide opportunities for IHs to help schools identify approaches that offer the greatest return on investment and implement a program compatible with their resources.

School environments challenge hygienists with a complex set of dynamics beyond technical problem-solving, but hygienists are uniquely suited to tackle these challenges. Their reward is to provide a healthful environment conducive to the education of our children.

BenKollmeyer,MPH,CIH,ischieftechnicalofficer atForensicAnalyticalConsultingServicesinRancho Dominguez,Calif.Hecanbereachedatbkollmeyer @ forensica.comor(310)668-5600.