American Lung Association and School Information

Important Information from the

February 2000

Indoor Air Quality (IAQ)

1. Why IAQ is Important to Your School
2. Understanding IAQ Problems and Solutions
3. Sources of Indoor Air Pollutants
4. Building Occupants and Health
5. How Do I Know if There is an IAQ Problem

WHY IAQ IS IMPORTANT TO YOUR SCHOOL
Most people are aware that outdoor air pollution can damage their health, but many do not know that indoor air pollution can also cause harm. Environmental Protection Agency (EPA) studies of human exposure to air pollutants indicate that indoor levels of pollutants may be 2-5 times, and occasionally more than 100 times, higher than outdoor levels. These levels of indoor air pollutants are of particular concern because it is estimated that most people spend about 90% of their time indoors. Comparative risk studies performed by EPA and its Science Advisory Board has consistently ranked indoor air pollution among the top four environmental risks to the public.
Failure to prevent indoor air problems in school, or failure to act promptly, can have consequences such as:

increasing the chances for long-term and short-term health problems for students and staff
impacting the student learning environment, comfort, and attendance
reducing productivity of teachers and staff due to discomfort, sickness, or absenteeism
faster deterioration and reduced efficiency of the school physical plant and equipment
increasing the chance that schools will have to be closed, or occupants temporarily moved
straining relationships among school administration and parents and staff
creating negative publicity that could damage a school's or administration's image and effectiveness
creating potential liability problems

Indoor air problems can be subtle and do not always produce easily recognized impacts on health, well being, or the physical plant. Children are especially susceptible to air pollution. For this and the reasons noted above, air quality in schools is of particular concern. Proper maintenance of indoor air is more than a "quality" issue, it includes safety and good management of our investment in the students, staff, and facilities.
Good indoor air quality contributes to a favorable learning environment for students, productivity for teachers and staff, and a sense of comfort, health, and well being for school occupants. These combine to assist a school in its core mission -- educating children.

UNDERSTANDING IAQ PROBLEMS AND SOLUTIONS

Over the past forty or fifty years, exposure to indoor air pollutants has increased due to a variety of factors, including the construction of more tightly sealed buildings, reduced ventilation rates to save energy, the use of synthetic building materials and furnishings, and the use of chemically-formulated personal care products, pesticides, and housekeeping supplies. In addition, our activities and decisions, such as delaying maintenance to "save" money, can lead to problems from sources and ventilation. Four basic factors affect IAQ: sources of indoor air pollutants, the heating, ventilation, and air-conditioning (HVAC) system, pollutant pathways, and occupants.

SOURCES OF INDOOR AIR POLLUTANTS

Indoor air contaminants can begin within the building or be drawn in from outdoors. If pollutant sources are not controlled IAQ problems can occur, even if the HVAC system is working properly. Air pollutants consist of numerous particles, fibers, mists, molds, bacteria, and gases. It may be helpful to think of air pollutant sources as fitting into one of the categories in the table shown below.
In addition to the number of potential pollutants, indoor air pollutant levels can vary within the school building, or even a single classroom. Pollutants can also vary with time, such as only once each week when floor stripping is done, or continuously such as when fungi is growing in the HVAC system.
Typical sources of indoor air pollutants include:

Outdoor air sources, such as pollen, dust, fungal spores, industrial emissions, and vehicle emissions
Underground sources, such as radon; pesticides; and leakage from underground storage tanks
Heating, ventilation and air conditioning (HVAC) equipment
Emissions from office equipment, shops, and labs
Cleaning processes
Furnishings
Pesticides

BUILDING OCCUPANTS AND HEALTH

Building occupants in schools include the staff, students, and other people who spend extended periods of time in the school. The effects of IAQ problems on occupants are often vague symptoms rather than clearly defined illnesses. Symptoms commonly attributed to IAQ problems include:

Headache, fatigue, and shortness of breath
Sinus congestion, cough, and sneezing
Eye, nose, throat, and skin irritation
Dizziness and nausea

All of these symptoms, however, may also be caused by other factors, and are not necessarily due to air quality problems. Environmental stresses such as improper lighting, noise, vibration, overcrowding, and psychosocial problems (such as job or home stress) can produce symptoms that are similar to those associated with poor air quality, but require different solutions.
Because people are different, one individual may react to a particular IAQ problem while surrounding occupants have no noticeable ill effects. In other cases, complaints may be widespread. In addition to different degrees of reaction, an indoor air pollutant or problem can trigger different types of reactions in different people. Some groups that may be particularly susceptible to effects of indoor air contaminants include:

Allergic or asthmatic individuals, or people with sensitivity to chemicals
People with respiratory disease
People whose immune systems are suppressed due to radiation or chemotherapy, or disease
Contact lens wearers

HOW DO I KNOW IF THERE IS AN IAQ PROBLEM?

Diagnosing symptoms that relate to IAQ can be tricky. Acute (short-term) symptoms of IAQ problems typically are similar to those from colds, allergies, fatigue, or the flu. There are clues, however, that can serve as indicators of potential indoor air problems:

The symptoms are widespread within a class or within the school, potentially indicating a ventilation problem
The symptoms disappear when the students or staff leave the school building for the day
The onset is sudden after some change at school, such as painting or pesticide application
Persons with allergies, asthma, or chemical sensitivities have reactions indoors but not outdoors
A doctor has diagnosed a student or staff member as having an indoor air-related illness

However, a lack of symptoms does not mean that the quality of the air within the school is acceptable. Symptoms from long-term health effects (such as lung cancer due to radon) often do not become evident for many years. For this reason, schools should establish a preventive indoor air program to minimize exposure of students and staff to indoor air pollutants.
If your child, or someone else you know, is experiencing symptoms that you believe may be related to their school environment, contact a school official immediately, such as the school IAQ Coordinator, or the health and safety coordinator. Whether or not the school has a known problem, encourage the school to obtain and use the Indoor Air Quality Tools for Schools Kit. This easy-to-use Kit shows schools how to carry out a practical plan of action at little or no cost, using in-house staff.

FOR MORE INFORMATION

For more information on IAQ Tools for Schools, go to
http://www.epa.gov/iaq/schools/environmental.html