asthma

EPA, Schools and Communities Work Together to Reduce Asthma

Reposted from It’s Our Environment

By Dr. Teresa Lipsett-Ruiz

Visitors to Puerto Rico often come to bask in the island’s warmth and waves. But, our tropical environment also contributes to the asthma problem that affects about 1 in 10 people here.

In close partnership with EPA, our university-based indoor air quality program builds partnerships with students, schools and the community to improve the environmental conditions in schools and reduce student absences caused by asthma. It has worked!  Over the past 6 years, the schools that we’ve worked with have seen significant decreases in the number of missed school days.

Mountainous areas such as the Puerto Rican municipalities of Caguas and Gurabo are surrounded by humid valleys known as “asthma hotspots,” yet asthma education is not always available there. In response, we created a program with EPA that focuses on three key elements: (1) information resources and checklists, (2) school “walkthroughs,” and (3) partnerships with school officials and the community to physically remove indoor environmental asthma triggers.

Our program relies on EPA’s Indoor Air Quality (IAQ) Tools for Schools guidance and Spanish-language indoor checklists to educate the community and schools on managing environmental asthma triggers. Working with the Puerto Rico Department of Education, we hold IAQ Workshops on asthma triggers.

During school walkthroughs, we often find pest problems—cockroaches, rats and mice—as well as moldy, wet cardboard boxes overflowing with paper. We then formulate a plan to address these asthma triggers.

At first, some teachers were skeptical. They were worried that this was another burden piled onto their busy schedules. Enthusiasm grew, however, when the students and the community began to help. As the old saying goes, “many hands make light work.” The school community came together for a “mega green cleaning” of the school. To check our effectiveness, we collected mold samples before and after our plans were put in place and mold counts dropped significantly.

With the support of school officials, we implemented our program at 32 schools, which resulted in a 38 percent reduction in student absenteeism due to asthma. Based on these impressive results, we now are expanding the program in partnership with EPA. To learn more, listen to my presentation in EPA’s Back-to-School Webinar: Managing Asthma in Schools. Our communities are proud to have improved both their health and student attendance. We invite you to pursue similar programs in your schools and community.

Dr. Lipsett-Ruiz is the Dean of the School of Science and Technology in Universidad del Turabo in Puerto Rico. Her partnership with EPA has trained more than 150 teachers in 100 schools on practical steps to asthma management. The program leverages school clubs, blogs, conferences, theatre play, and role modeling exercises, along with EPA information resources to reduce student absenteeism due to asthma.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

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EPA, Schools and Communities Work Together to Reduce Asthma

By Dr. Teresa Lipsett-Ruiz

Visitors to Puerto Rico often come to bask in the island’s warmth and waves. But, our tropical environment also contributes to the asthma problem that affects about 1 in 10 people here.

In close partnership with EPA, our university-based indoor air quality program builds partnerships with students, schools and the community to improve the environmental conditions in schools and reduce student absences caused by asthma. It has worked! Over the past 6 years, the schools that we’ve worked with have seen significant decreases in the number of missed school days.

Mountainous areas such as the Puerto Rican municipalities of Caguas and Gurabo are surrounded by humid valleys known as “asthma hotspots,” yet asthma education is not always available there. In response, we created a program with EPA that focuses on three key elements: (1) information resources and checklists, (2) school “walkthroughs,” and (3) partnerships with school officials and the community to physically remove indoor environmental asthma triggers.

Our program relies on EPA’s Indoor Air Quality (IAQ) Tools for Schools guidance and Spanish-language indoor checklists to educate the community and schools on managing environmental asthma triggers. Working with the Puerto Rico Department of Education, we hold IAQ Workshops on asthma triggers.

During school walkthroughs, we often find pest problems—cockroaches, rats and mice—as well as moldy, wet cardboard boxes overflowing with paper. We then formulate a plan to address these asthma triggers.
At first, some teachers were skeptical. They were worried that this was another burden piled onto their busy schedules. Enthusiasm grew, however, when the students and the community began to help. As the old saying goes, “many hands make light work.” The school community came together for a “mega green cleaning” of the school. To check our effectiveness, we collected mold samples before and after our plans were put in place and mold counts dropped significantly.

With the support of school officials, we implemented our program at 32 schools, which resulted in a 38 percent reduction in student absenteeism due to asthma. Based on these impressive results, we now are expanding the program in partnership with EPA. To learn more, listen to my presentation in EPA’s Back-to-School Webinar: Managing Asthma in Schools. Our communities are proud to have improved both their health and student attendance. We invite you to pursue similar programs in your schools and community.

About the author: Dr. Lipsett-Ruiz is the Dean of the School of Science and Technology in Universidad del Turabo in Puerto Rico. Her partnership with EPA has trained more than 150 teachers in 100 schools on practical steps to asthma management. The program leverages school clubs, blogs, conferences, theater play, and role modeling exercises, along with EPA information resources to reduce student absenteeism due to asthma.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

Please share this post. However, please don't change the title or the content. If you do make changes, don't attribute the edited title or content to EPA or the author.

Recognizing Exceptional Asthma Programs

May is Asthma Awareness Month! Did you know that nearly 26 million Americans, including seven million children, are affected by this chronic respiratory disease? And, did you know that low income and minority populations have the highest asthma rates? Each year, EPA takes this opportunity to ramp up our public awareness campaign, strengthen our partnerships with community–based asthma organizations and highlight exceptional asthma programs.

This year we’re recognizing health plans, health providers and community-based programs with our National Environmental Leadership Award in Asthma Management  for their important contributions to close the gap in asthma disparities. It is the only national award program that recognizes organizations for exceptional leadership in developing and delivering environmental asthma management as a key component of asthma care. I am proud to recognize the organizations from Georgia, Massachusetts and Oregon for the impact that they are having on their communities:

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Editor's Note: The views expressed here are intended to explain EPA policy. They do not change anyone's rights or obligations.

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Schools, Children’s Health and the Environment

By Shao Lin and Christine Kielb

How do environmental hazards and policies affect children’s health and school performance?

Group photo of health schools research team

Healthy Schools Group, from L to R: Melissa Frisbee , Nazia Saiyed, Christine Kielb, Cristian Pantea, Amanda St. Louis, Michele Herdt-Losavio, Neil Muscatiello, Shao Lin.

Thanks to support from the EPA Science To Achieve Results (STAR) program, we explored those questions. Our project is the first to addresses multiple aspects of environmental health and schools, such as developing indicators related to school locations, and how to develop methodologies for assessing and improving school health.

With EPA support, we are: 1) developing and enhancing Environmental Public Health Indicators (EPHI) representing environmental hazards, children’s school performance, and health; 2) exploring new methodologies for assessing exposure sources; 3) assessing how school environments, along with location and socio-economic status affect children’s health; and 4) evaluating the effectiveness of efforts to protect children’s environmental health in New York, such as the New York State Clean air School Bus Program and school bus idling regulations.

EPA support also enabled us to extend or continue our previous activities, including: tracking how school building conditions and asthma hospitalizations change over time in New York; surveying school nurses, custodians, district facility directors, and teachers to identify environmental problems—and potential solutions—facing schools; and examining how the surrounding neighborhood, specifically a school’s proximity to facilities such as hazardous waste sites, major roads, or airports might increase childhood asthma risk. We also assessed the impacts of healthy school characteristics related to indoor air quality, ventilation, cleanliness, thermal comfort, lighting and acoustics on student attendance, academic performance, and respiratory health.

Image of a schoolWe found some important results. For example, our work showed an association between missed school days and certain poor conditions in the school: visible mold, humidity, poor ventilation, and vermin. Having six or more individual such building-related problems was also associated with student absenteeism. Further, these associations were strongest among schools in lower socioeconomic districts, and in schools attended by younger students. We also found district-level childhood asthma hospitalizations to be related to poor condition of roofing, windows, exterior wall, floor finishes, and boiler or furnace.

When looking at air quality, we found that the control policy for nitrogen oxides (NOx) may have had a positive impact on both state-wide and regional air pollution levels and respiratory health. The positive effect varied by children with different types of respiratory diseases, region, and socio-demographic characteristics.

Our EPA-supported research is providing important data and information, informing our work developing and implementing a sustainable school environmental health program for New York State. We have shared our findings with a Steering Committee consisting of approximately 50 key school environmental health stakeholders, including superintendents, facilities managers, teachers, state agencies, physicians and advocacy groups, and have been working on plans to address existing and emerging environmental problems challenging schools. With these efforts well under way, we fully expect our findings to lead to healthier students, teaches, and other school occupants throughout New York.    

About the Authors: EPA grantee Dr. Shao Lin (MD, Ph.D.), has more than 20 years of experience directing environmental studies, including climate/weather factors, air pollution, heavy traffic exposure, residential exposure to urban air pollution, health effects among New York City residents living near Ground Zero, and a series of school environmental health projects.

Christine  Kielb has worked as an epidemiologist in the area of school environmental health since 2002, and has coordinated various school environmental health projects. She has played a major role in developing, conducting and analyzing surveys of school nurses, custodians facilities managers, and teachers regarding school environments and health. 

 

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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How Many Breaths Do You Take Each Day?

By Ann Brown

Map of U.S. with color-coded air quality index

It’s Air Quality Awareness Week!

Watching the news and the problems that some countries are having with high levels of air pollution makes me appreciate the Clean Air Act, which calls on EPA and the states to protect air quality through programs based on the latest science and technology. I am especially appreciative today, the first day of Air Quality Awareness Week.

When I joined EPA’s Office of Research and Development 16 years ago, I didn’t think much about the quality of the air I breathe. I took it for granted. It is an unlimited supply. I don’t have to pay a monthly bill for it. It is just there for the benefit of my body.

Then as I began to work with scientists and engineers conducting air research at EPA, I gained an appreciation for this precious resource.  Their research showed me why it is important to know what is in the air, how you can be exposed to any pollutants it contains, and what the related risks and health effects might be. I’ve also learned about their work on advancing control technologies to reduce air pollution. EPA scientists are working in all these areas to provide the science that can be used to protect air quality.

The average person takes between 17,280 and 23,040 breaths a day. That is a lot of breaths…and each one is an opportunity to put pollutants into your lungs and body and to increase health risks if you are exposed to air pollution. For example:

  • Research shows that air pollution is linked to health effects and disease, including heart disease and stroke. EPA is a partner in the Million Hearts initiative to educate the public, especially those with heart disease, about the dangers of air pollution to their health. You can learn more about air pollution and heart disease at www.epagov/healthyheart.
  • Air pollution can cause or worsen asthma. Extensive research links asthma to ozone, particle pollution and a host of common indoor environmental asthma triggers. Join EPA experts to discuss asthma and outdoor air pollution on a Twitter chat on May 1 at 2 p.m. (Eastern Time) on @EPALive. Use the hashtag #asthma.

Air quality awareness week is a good time to learn what you can do to protect your health and the health of your friends and family. Many resources are available to learn about air quality and how to protect your health. A good start is to use the Air Quality Index where you can get daily local air quality reports and information to protect your health from air pollution.

Scientists continue to investigate air quality to protect our health and the environment. I’m glad to be a small part of this effort. Learn more about what scientists are doing at www.epa.gov/airscience.

About the author: Ann Brown is the communications lead for EPA’s Air, Climate, and Energy Research Program.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action.

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Have a Question About Asthma?

By Jessica Orquina

Asthma is a serious, chronic disease that is aggravated by environmental triggers, like pollution, mold, and smoke. Here are some basics:

  • Americans with asthma: over 25 million people, including about 7 million kids.
  •  School days missed because of asthma: 10.5 million annually.

The good news is that with medical treatment, and management of environmental triggers, it can be controlled.  That means people with asthma can lead healthy, active lives. However, it’s important to have an asthma action plan and pay attention to the Air Quality Index. Air Quality Awareness Week is April 28 through May 2 and May is Asthma Awareness Month is, so this is a great time to talk about and learn about asthma.

On Thursday, May 1, at 2:00 pm EDT, we’re hosting a Twitter chat about asthma and outdoor air quality. Our experts will be joined by experts from CDC to answer your questions about asthma, air quality, and how to create an asthma action plan. Join the conversation: follow the #asthma hashtag, @EPAlive, and @CDCenvironment. If you don’t have a Twitter account, you can post your questions in the comments below and follow the #asthma hashtag during the chat. We look forward to talking with you!

About the author: Jessica Orquina works in the Office of External Affairs and Environmental Education as the social media lead for the agency. Prior to joining EPA, she served as a military and commercial airline pilot. She lives, works, and writes in Washington, DC.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

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Protecting Our Children and Our Environment

It is great to be a granddad. My granddaughter Marin was born on December 8 and my newest granddaughter Effie was born on March 3. They are the most beautiful babies ever. Yes. I am biased. People often ask me why I became a regional administrator for EPA – and I only have to hold one of my granddaughters to know the reason.

Photo of Ron and Marin, his granddaughter.

Ron and Marin, his granddaughter

 

At EPA, we make visible difference in communities by addressing possible threats to children’s health from environmental exposures and impacts of climate change. Did you know…

  • In Region 6 alone, there are 10 million children under the age of 18. The percentage of children living in poverty in this Region is about 27 percent, just about the highest percentage in the nation. Some people are particularly at risk, especially those who are poor.
  • Asthma prevalence continues to grow. Nationally over 7 million children, or about 9.5 percent have asthma. The Regional average is higher, at more than 12 percent.
  • Climate change is likely to increase the amount of bad ozone in the air because more ozone is created when the temperature is warm.

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Editor's Note: The views expressed here are intended to explain EPA policy. They do not change anyone's rights or obligations.

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Community Planning to Overcome Injustice!

By Carolina Martinez

“I had no idea we had the right to make changes in our community; that we could say: we don’t want this here because it’s bad for our health.”- Maria, resident of Barrio Logan, a neighborhood in San Diego.

R_AIR3MAIN_trucks_slfMaria’s child came home one day to tell her he was having difficulty breathing at school during his gym class. Shortly after, his doctor diagnosed him with the beginning stages of asthma. Maria, like many parents in her neighborhood, made the connection between her son’s respiratory problems and the warehouse with dozens of heavy duty trucks travelling daily on her block. She lived across the street from heavy pollution, and now her family was suffering the impacts.

Unfortunately, her story isn’t uncommon. In fact, Barrio Logan is the highest at-risk community in San Diego and in the top five percent in the state for hazards of toxic pollution. As an urban planner I can relate to Maria, but I think most people in environmentally compromised communities don’t know they can have a say about the layout of their neighborhood.

However, residents can — and should — play an active part in the community planning process. And now, with Environmental Health Coalition’s (EHC) groundbreaking video, Creating Healthy Neighborhoods: Community Planning to Overcome Injustice, you have the tools to step up and create positive neighborhood change more than ever! We developed this 20-minute video that uses real-life examples to illustrate a seven-step process we can all use to participate in community-led planning and become better advocates for our neighborhoods and win healthy community visions.

Residents like Maria literally live and breathe the effects of environmental injustice in their neighborhoods. No one is better qualified to recognize and propose solutions than local community members, but the planning processes can feel intimidating and land-use policy often sounds like a foreign language. Residents need to know they have a voice, and with Creating Healthy Neighborhoods, families just like Maria’s learn to speak out in the policy and planning processes impacting their community.

EHC Title Creating Healthy CommunitiesSo how can you get started steering your community towards a better future? How can you ensure your children grow up in a healthy, safe neighborhood? With this video (available online and on DVD in both Spanish and English) Environmental Health Coalition walks you through the seven steps to successfully pursue environmental justice for your community through community-engaged planning while highlighting true stories from community members just like you.

When we created this revolutionary tool we wanted to make something to help advocates gain a fuller understanding of their communities and take action to create healthier, more vibrant and livable communities. And although we’ve only just released it, at the conferences and events we have presented the video at, I have seen people who had little initial knowledge of these issues become very enthusiastic about the community planning process. In fact last week was the first time we presented it to our most involved members in EHC and they loved it! They relayed that the video was engaging and easy to understand, and they are excited to use this video to educate their neighbors on healthy land use principals.

People throughout the country endure impacts of toxic pollution every day because of poorly planned land-use policies, but it does not have to be this way, and you have the power to change it. So remember: community planning is power. Understanding how to become involved in land-use and planning processes in your community is first step towards a better community for your family today and for generations to come – What will you change?

About the author: Carolina Martinez is a Policy Advocate at the Environmental Health Coalition.  She is responsible for supporting residents in National City, a low-income majority Latino community, advocate for land use policies that respect their priorities, improve health, and are consistent with environmental justice principles.

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

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Women Leading the Way

By Lina Younes

Recently, EPA hosted a group of students and professors from the University of Puerto Rico’s Graduate School of Public Health. The group was visiting EPA and other agencies in Washington, DC to explore internship and employment opportunities in the federal government. It was exciting to see this group of young well-prepared Latinas ready to join the workforce.

The visiting students and professors met with several Hispanic employees from different EPA program offices. They discussed the work they are currently doing to protect the environment and human health. The employees shared some valuable advice on the skills necessary to be successful in the workplace. Furthermore, they described how they joined the agency. While we had Hispanic scientists, engineers, and lawyers with different areas of expertise, they shared some common experiences. Many had joined the agency through EPA’s internship programs.

The highlight of the afternoon was when Administrator Gina McCarthy and OPM Director Katherine Archuleta met with the visiting group and the employees. Administrator McCarthy emphasized that public health is at the core of EPA’s mission. While describing the work the agency is doing to address health disparities among Hispanics and other minorities, she mentioned the research EPA is conducting on the high incidence of asthma among Puerto Ricans.

During the meeting, Administrator McCarthy stressed the need to have a high-performing workforce that “looked like America” to fulfill the agency’s mission. She encouraged the visiting students to keep their eyes open for future opportunities at the agency.  Director Archuleta echoed her words and urged students to visit OPM’s website for internship and job opportunities throughout the federal government. She recommended that they start by registering in USAJOBS. As they left, I overheard several students saying “I’m going to USAJOBS tonight!”

Personally, I was happy to see many women in leadership positions at the agency as well as a new generation of young Latinas following in our footsteps. In sum, the future is bright for women at EPA.

About the author:  Lina Younes has been working for EPA since 2002 and currently serves the Multilingual Communications Liaison for EPA. She manages EPA’s social media efforts in Spanish. Prior to joining EPA, she was the Washington bureau chief for two Puerto Rican newspapers and she has worked for several government agencies.

 

Editor's Note: The opinions expressed here are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

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Keeping Warm and Cleaning our Air: Public Hearing in Boston on New Wood-Heater Standards

With a New England winter in full bloom, many of us burn wood to help heat our homes. People may not know, however, that burning wood – either in indoor or outdoor heaters – can be inefficient, as well as emit more pollution into the air than oil or natural gas heat sources.

Last month, EPA issued a proposal to update standards for wood-burning stoves and heaters used by people in homes and other residential buildings. We have proposed that, beginning next year (2015), new stoves and heaters will be a whopping 80 percent cleaner than units built and sold today.

This will mean better air quality, and better public health, in communities all across the country. It will improve winter air quality in many parts of New England, especially in rural areas where more people use wood as a fuel source to keep their homes warm. In some areas of New England, especially in valleys, fine particle pollution from wood smoke significantly reduces air quality in winter.

Wood smoke contains fine particles and toxic pollutants, which can reach levels that are harmful to peoples’ health – for your family and for your neighbors. Fine particle pollution is linked to serious health effects, including heart attacks, strokes and asthma attacks.

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Editor's Note: The views expressed here are intended to explain EPA policy. They do not change anyone's rights or obligations.

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