IAQ

Oklahoma School Shows How to Improve Indoor Air Quality

Isn’t it great when a plan comes together? Schools across the nation are finding out that a good indoor air quality (IAQ) plan can make a big difference for a child’s education and health. As an asthmatic, I know firsthand the importance of creating a healthy indoor environment. As the schools coordinator for EPA Region 6, it’s great to see schools being proactive about addressing IAQ comprehensively and making students’ health a priority.

One school in particular ─ Ponca City Public Schools in rural Oklahoma ─ is a good example of how to take action to improve IAQ for students and staff. These efforts can be replicated in any school, and it is definitely a lesson worth sharing.

The school district started by reaching out to experts and finding mentorship from other school districts that were dealing with similar issues. They soon began using EPA’s IAQ Tools for Schools Kit, which became an invaluable asset. The kit helped them develop an IAQ management program, identify and prioritize improvements, and communicate successes.

To focus its efforts, Ponca City organized an IAQ team to help coordinate actions. EPA’s guidelines helped the team identify specific tasks to improve school IAQ. They worked through technical concerns and challenges using the Framework for Effective School IAQ Management. Steps toward improvement included minimizing clutter in classrooms and ensuring adequate air ventilation.

A key to the program’s success was communication: communicating their efforts helped secure buy-in and support. By implementing an online survey, everyone was involved in the process, which also gave the district an opportunity to evaluate its new initiative through feedback. Anyone interested in improving a school’s IAQ should take note: sharing your program’s goals, activities, results and next steps is essential to gaining community buy-in and sustaining a long-term IAQ management program.

Ponca City’s road to success proves to me that any district — regardless of location or size — can work to develop a successful IAQ management program. Research links improvements in school air quality to enhance academic performance.  I was amazed to see how proud IAQ team members became of the work they do each day once they understood the connections between IAQ, health and academic achievement. I am proud of Ponca City’s tale, and I hope other school districts make the commitment to create healthy environments in our nation’s schools.

About the author: Stacy Murphy has been the schools coordinator for EPA Region 6 —serving Arkansas, Louisiana, New Mexico, Oklahoma, Texas and 66 tribes — since March 2006. He is responsible for coordinating all activities related to the impact of indoor environmental quality in school districts, and the main tool he uses when discussing IAQ with school districts in his region is the IAQ Tools for Schools Action Kit.

Editor’s Note: The opinions expressed in Greenversations 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.

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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Back to School – Keeping our Children Safe and Healthy

In less than two weeks I will send my daughter, Hannah, to her first year of school – kindergarten, where the children will be assigned, I am told, actual homework – and I will experience a milestone day of parental reckoning. But after touring the school, meeting the teachers, and commiserating with the other parents, I am almost as excited as Hannah to experience her first day and let her begin to explore and fulfill her potential.

As someone who has worked on school environmental health since 1996, I know that indoor air quality (IAQ) issues will play a role in my daughter’s ability to do just that—live out her full potential. More and more research shows just how much IAQ in school buildings affects both student and teacher health and performance.

One might think that my knowledge of how poor IAQ can affect children’s health would add to my anxiety about Hannah going to school. But while my position has made me very familiar with the problems associated with poor IAQ, it’s also made me keenly aware of the solutions. I’ve walked a mile in school stakeholders’ shoes, and seen IAQ management from each individual’s perspective. I can personally attest to how passionate people in schools are about protecting children’s health, and how a community effort around these issues can create change.

And a big part of that community effort involves parents. I’d like all the moms and dads interested in advocating for healthy school IAQ to know that they, too, can make a difference at their children’s schools.

Become knowledgeable about the issues and the solutions. Open a dialogue with the school principal about how you could be a partner in their efforts. Offer to be the “parent liaison” for IAQ and share your knowledge with other parents; give a short presentation at a PTA meeting; give the principal an IAQ “fact of the week” to publish in the school newsletter. Better yet, encourage them to get involved in the IAQ Tools for Schools National Awards Program so they are rewarded for their efforts and progress in creating healthy environments. If you become partners with your children’s schools, you will accomplish more than you ever thought possible.

If you remember only one thing from this blog, I hope it is this: IAQ management, much like parenting, is a lifestyle—not a diet. You have to live it.

About the author: Jennifer Lemon has been working on indoor air quality issues in schools since 1996. She works in the U.S. EPA’s Indoor Environments Division.

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.