Helps school employees and parents recognize potential environmental health issues at schools, both indoors and outdoors. It includes basic information about mold, radon, VOCs, ventilation, asbestos, lead, mercury, chemicals, pesticides, PCBs, UV radiation, diesel fumes, air quality forecasts, and oil storage. Also provided are links to web sites that offer more information and guidance on how to have a healthier school environment and comply with relevant laws. 16p.

This chapter of Massachusetts' School Health Manual covers the school environment, including building and environmental standards, indoor air quality, school buses, underground fuel storage tanks, asbestos, radon, environmental hazards, pesticides, laboratory and art studio product safety, shop safety, renovations in an occupied building, school maintenance and sanitation, school food service, lighting, water supply, plumbing, fire safety, outdoor safety, building security, disaster/terrorism planning, and risk mitigation. Includes 117 references and a variety of additional resources. 72p.

Presents the Duval County Public Schools' asbestos consultant selection criteria, including types of selection, qualifying data and forms, specific screening and selection procedures. 27p.

Provides information on potential health and safety hazards associated with school renovation and construction and what precautions to take in order to prevent or control them. These include dust, debris, asbestos, lead, volatile offgassing from new furnishings and coatings, machine exhaust, mold, bird droppings, and noise. 6p.

This pamphlet can help parents and teachers answer questions and learn the facts about asbestos in schools. It also outlines the responsibilities of school boards and other school officials to protect school children and employees from possible exposure to asbestos. The document describes the nature and dangers of asbestos and the passage of the Asbestos Hazard Emergency Response Act in 1986. This includes plans for school management, sources of further information, and a list of regional asbestos coordinators. 20p.

This is a non-technical reader on how school buildings, health, and environment are entwined. The author provides a reasonable road map to consider when making decisions related to indoor air quality and other health concerns of school building environments. The author takes a look at unwise decisions that were made in the recent past, and believes that the previous emphasis on standardized, low-bid design and modular, environmentally indifferent school construction is undergoing a renaissance. In particular, chapter five discusses federal asbestos policy for schools in the late 1980s and early '90s. The author recommends an environmentally responsible analysis of traditional building construction or remodeling methods using the following criteria: 1) financial value and life cycle costs; 2) occupant health and comfort; 3) ecosystem impact; 4) educational value; and 5) common sense and integration. 63p.

Presents findings from an indoor air quality study of homes and childcare facilities in nonmetropolitan counties of New York State. Specific pollutants examined were lead, radon, carbon monoxide, asbestos, and mold. High levels of pollutants were observed homes and childcare facilities, raising questions about constant pollutant exposure to children. Recommendations are made for lowering exposure levels in low income households and childcare facilities. (Includes eleven references.) 6p.

This book explores the history of asbestos in schools and buildings and how this issue shaped the development of public health policy. It provides insight into past policy including how, why, and who caused action to be taken; and offers guidance for the scientific and regulatory communities in the future. While explaining technical concepts in everyday language, the book also provides insight into the politics of environment and highlights how the issue of asbestos influenced the development of environmental policy and its implications for other potential health hazards. Also examined are the roles of school administrators, labor unions, the Congress, the courts, environmentalists, scientists, school agencies, and ordinary citizens in the resolution of asbestos in schools. 141p.

All schools are required to develop and implement an asbestos management plan (AMP). The key component of this plan is each school's operations and maintenance (O&M) program. This report outlines the importance of such programs. It describes an O&M program as an administrative framework that prescribes specific activities and work procedures to control and respond to activities that may disturb asbestos-containing materials. The program's success is contingent on the commitment of all personnel involved in conscientiously implementing O&M program elements and in conducting O&M activities. For this report, a study was conducted to evaluate the implementation of asbestos O&M programs at 10 sites representing 8 New Jersey schools. Each school's O&M program and program compliance were documented. Furthermore, 10 ongoing O&M activities were documented to determine the impact of the activities on airborne asbestos levels. The study found that, overall, the schools were not completely implementing all the elements of the asbestos O&M program as outlined by the EPA and other guidelines. Elements of the program were not performed or they were not communicated to workers or contractors. 104p.

This concise advisory bulletin provides information regarding asbestos management programs in schools. It is intended to assist schools that have conducted asbestos abatement, schools that plan to perform asbestos removal projects, or schools that will continue asbestos abatement operations and maintenance activities.

This document provides advice and guidance in the design and execution of abatement of asbestos-containing materials (ACM). First published in 1986, this manual now includes developments in products, equipment, regulations, and procedures; new sections on abatement of asbestos containing resilient flooring; and an 80-page Introduction and Instructions for Use which: facilitates a more effective use of the Model Guide; includes instructional information for evaluating, selecting and coordinating a qualified design team; developing, organizing and coordinating contract documents; assembling proper bidding packages; successfully negotiating, administrating and closing out abatement contracts; conducting safe abatement in occupied buildings and managing liability; and clearly outlines the responsibilities of the owner, the design team and the contract. 465p.

This technical manual provides detailed guidance to building owners, asbestos program managers, and operations and maintenance (O&M) workers for managing asbestos-containing materials (ACM) in buildings. The manual addresses four different types of ACM found in buildings and three different levels of precaution which may be warranted by specific building conditions. A new regulatory appendix summarizes key regulations (OSHA, EPA, and DOT) affecting asbestos O&M work. Sections of the manual include: Initiating an O&M Program; Asbestos Program Manager General Procedures; Worker General Procedures; Surfacing Materials Work Practices; Thermal Systems Insulation Work Practices; Miscellaneous Materials Work Practices; and Resilient Flooring Work Practices. 466p.

The Environmental Protection Agency (EPA) requires schools to appoint an asbestos management coordinator called the "AHERA (Asbestos Hazardous Emergency Response Act) designated person" (DP) who is responsible for a number of asbestos-related activities. This manual presents some recommendations designed to help those persons appointed to this position understand his or her responsibilities. The DP implements the plan for managing asbestos-containing building materials (ACBM) in the school buildings and ensures that schools comply with federal asbestos regulations. Staff at the EPA have observed that the quality of school asbestos programs depends heavily on the dedication and work of the AHERA DP. DPs who know the AHERA requirements can effectively prevent the release of asbestos fibers not only through their own actions but also through their ability to hire and oversee the work of personnel conducting asbestos-related activities at their school buildings. The eleven chapters presented provide an introduction to asbestos and explain asbestos health risks; detail the AHERA inspection; outline a management plan; and discuss training and accreditation, recordkeeping, and related regulations. 99p.

This is an abstract describing a study conducted to determine the level of airborne asbestos concentrations during routine spray-buffing of asbestos-containing floor tiles at seventeen schools in northern, central, and southern New Jersey. Several recommendations that were developed as a result of the conclusions from this study are summarized. 1p.

This brief report provides the results of the first four years of studies documenting asbestos abatement and management activities in New Jersey schools required by the Asbestos Hazard Emergency Response Act (AHERA). The studies are being provided to assist and inform schools in managing materials that contain asbestos and to reduce the risk of exposures in schools. 3p.

Information on the costs of and financial aid available to schools for asbestos abatement is provided in this report. Data are based on interviews with officials from 15 school districts in 5 states--Illinois, New Jersey, New York, Ohio, and Pennsylvania. Section 1 provides background on the use of asbestos in buildings, health problems, federal legislation and regulations, and the study's research design. The second section outlines asbestos safety requirements for schools as required by three federal laws--Environmental Protection Agency standards under the Clean Air Act, the Occupational Safety and Health Act of 1970, and the Asbestos Hazard Emergency Response Act of 1986. Options for reducing asbestos exposure--removal or inplace management--are described in the third section. Section 4 presents information on costs to manage or abate asbestos, with a focus on cost estimates and available federal assistance. 25p.

This document was prepared in response to inquiries that have been received by the Environmental Protection Agency concerning the reinspection requirements and related provisions of the Asbestos Hazard Emergency Response Act (AHERA) regulations. The answers developed represent the Agency's responses to the 15 most frequently asked questions to this subject. Contact information for regional asbestos coordinators is provided. 10p.

In fall 1989, the initial implementation of the Asbestos Hazard Emergency Response Act of 1986 (AHERA) was evaluated. This report summarizes evaluation results presented in a two-volume final report and appendices. AHERA regulations required: (1) inspection of all elementary and secondary schools to identify any asbestos-containing building materials present; (2) preparation of an asbestos management plan for each school; (3) notification of parents and staff of the plan's availability for review; and (4) training of school maintenance and custodial workers. The evaluation study focused on buildings occupied by K-12 students; schools in the target population represent about 80 percent of all 106,000 schools in the U.S. 33p.

In fall 1989, the initial implementation of the Asbestos Hazard Emergency Response Act of 1986 (AHERA) was evaluated. AHERA regulations required inspection of all elementary and secondary schools to identify any asbestos-containing building materials present; preparation of an asbestos management plan for each school; notification of parents and staff of the plan's availability for review; and training of school maintenance and custodial workers. The evaluation study focused on buildings occupied by K-12 students and employed a national statistical sample of 30 communities, in which 198 schools were visited and thoroughly inspected. Findings were compared with the original AHERA inspection as presented in each schools' management plan. The evaluation comprised six separate research areas: school building inspections; management plans; response actions; original AHERA inspection evaluation; notification; and maintenance and custodial worker training. Original AHERA inspectors had correctly estimated the quantity of each asbestos-containing material in 60 percent of the buildings. 447p.

Instructions for building owners on the selection and application of appropriate asbestos control and abatement actions are presented in this guidebook. Chapter 1 offers background information on the asbestos problem. Chapter 2 describes the purpose and scope of an operations and maintenance (O&M) program. The third chapter discusses planning steps, including a survey and evaluation of asbestos-containing materials and program implementation and management, with a focus on cost. Work practices, recordkeeping suggestions and requirements, and elements of an O&M program are described in chapter 4. Chapter 5 offers training recommendations for workers performing O&M activities, and the last chapter provides an overview of federal, state, and local regulations. 50p.

This is a collection of commonly asked questions about the new Asbestos-Containing Material in Schools rule announced by the United States Environmental Protection Agency (EPA) in October 1987, under the Asbestos Hazard Emergency Response Act (AHERA) of 1986. It is offered as a guide to help school officials, training providers, and accredited persons better understand the new AHERA regulations. Many questions are answered directly and completely. Other questions are answered in general terms as the EPA's stance may change depending upon particular circumstances for individual schools. 65p.

This book summarizes the available knowledge pertinent to the decisions that school administrators and others must make regarding asbestos. Chapters cover the historical perspective surrounding asbestos, the legal matters created from asbestos exposure, the factual matters behind air containments including asbestos and its physical risks, the financial matters surrounding asbestos removal and sources of help, and the moral considerations. Appendices contain the House Report and Joint Explanatory Statement to the Asbestos Hazard Emergency Response Act of 1986, a synopsis of Environmental Protection Agency Proposed Rules of April 1987. 133p.

Advises on handling asbestos, lead, mold, and radon risks in new and existing schools, as well as during renovations.

Advises on identification, analysis, abatement, and remediation of asbestos, lead-based paint, and mold.

Advises on paying attention to environmental regulations, especially regarding hazardous materials, underground storage tanks, and wetlands. Examples of school systems that have been fined are provided, as well as software that can help schools keep track of the regulations and compliance.

Reviews the threat of asbestos, lead, and mercury in schools. Sources of these toxins and options for their removal or containment are covered.

Discusses the history of asbestos use in building materials, its effect on the body, and techniques for identifying, handling, abating, and removing it. Suggestions for cleaning and maintenance around asbestos and for selecting a removal contractor are included.

Asbestos has been used in the construction of elementary, middle, and high school ceilings, floor tile adhesives, pipe and structural beam insulations, science laboratory benches, wire gauss on ring stands, fume hood panels, general insulation, and more during the 1950s through early 1970s. Why? Primarily asbestos was selected because of its fireproofing, acoustical, and sometimes decorative character. Over time, as the asbestos-ladened material began to dry, it became friable. In other words, it flakes off and becomes an airborne fine dust that suspends in school classrooms and laboratories. In 1973, the U.S. Environmental Protection Agency (EPA) banned the use of spray-on asbestos materials because of a concern for potential long-term effects in children and teachers. Levels of airborne asbestos inside school buildings with asbestos-containing materials can exceed outdoor ambient levels by a factor of over 1,000. This article briefly describes the health effects of asbestos. [Author's abstract]

Describes the upcoming resolution of a higher education class action suit to recover money spent on asbestos abatement, including suggested steps to take now and an online link to documentation.

Explains that due to the complexity of today's custodial work, extensive education and training is required. This includes basic commercial/industrial cleaning techniques; hygiene procedures; asbestos awareness; management, scheduling, and budgeting; chemical usage; and calculating operations efficiency. Details the in-depth custodial training of Fairfax County Public Schools and the resulting cost savings.

This newsletter, published by Maine's Department of Environmental Protection, includes articles on AHERA management plans, and advice for doing a renovation impact survey when wiring for laptops as remodeling may impact asbestos-containing materials.

Reviews environmental hazards within schools. Identifies indoor air pollution, asbestos, lead poisoning, and pesticides as the leading hazards. Forms of indoor air pollution include radon carbon dioxide, carbon monoxide, volatile organic compounds, and various allergens such as mold and animal dander. Presents some guiding principles for the environmental quality of schools along with curriculum and assessment resources.

A series of studies in New Jersey schools documented asbestos abatement and management activities in 17 schools representing 20 abatement sites. Findings demonstrate that school officials must increase their awareness of asbestos issues, improve the oversight of asbestos abatement and management programs, and improve lines of communication among school employees.

Argues that schools should use a planned communications program to allay fears brought on by asbestos removal. Offers tips on informing the public, such as developing an informative handbook and distributing flyers. Claims that special meetings offer the opportunity to hand out materials and answer questions.

The most recent of New York City's asbestos emergencies occurred in the late summer of 1993. It prevented schools from opening that fall, precipitated much media excitement, and caused a flurry of widespread abatement activities. This resulted in large measure from the U.S. Environmental Protection Agency's subjective school building inspection policy concerning identification of asbestos hazards in buildings and the subsequent Asbestos Hazard Emergency Response Act mandate for inspection. Data on concentrations of asbestos in the air, important for the calculation of risk to building occupants, were not required and therefore not obtained, as part of the abatement strategy or priority setting. Based on fiber-in-air measurements obtained elsewhere, the calculated risk to NYC school children, using the most pessimistic models, was less than six excess cancer deaths per million lifetimes equivalent to smoking less than a dozen cigarettes in a lifetime. The NYC administration responded to pressure from parent groups concerned with perceived asbestos risks to their children by closing the schools. The hysteria occurred because much of EPA's policy lacked a scientific basis for risk evaluation and assessment. [Authors' abstract]

This paper summarizes the findings of a study that examined the effectiveness of risk communication materials, information dissemination and assistance efforts and selected regulatory design strategies for three different risk management programs for public schools that the U.S. Environmental Protection Agency (EPA) initiated in response to Congressional mandates.

In reference to the delayed opening of New York public schools in 1993, Dr. Whelan believes that the health risk to children from asbestos is negligible, remote, hypothetical, and probably nonexistent. Two facts support that conclusion: First, the type of asbestos found in New York City schools and other public buildings, the so called chrysotile or "white" asbestos, is relatively harmless compared to other types of asbestos that were found years ago in occupational settings. Second, the levels of asbestos "detected" in the schools was extraordinarily low.

A total of 473 air samples from 71 schools scheduled for abatement (328 indoor static samples, 51 personal samples, and 94 outdoor samples) were analyzed by transmission electron microscopy techniques. Six measures of asbestos-in-air concentration were considered: (1) total asbestos structures per cubic centimeter: (2) chrysotile structures per cubic centimeter; (3) amphibole structures per cubic centimeter; (4) structures per cubic centimeter at least 0.5 micron long and at least five times wide; (5) structures per cubic centimeter at least 5 microns long; and (6) structures per cubic centimeter at least 5 microns long and at least 0.2 micron wide. The average concentration of chrysotile structures in indoor air samples was 0.017 structures/cm3; the average concentration of amphibole structures was 0.0015 structure/cm3. Ninety-five percent of structures found were chrysotile. The average concentrations of all structures were significantly higher indoors than outdoors (P less than 0.001). The average concentration of structures more than 5 microns long indoors was 0.00023 structure/cm3. None of the following factors were significantly correlated with asbestos concentrations in air: type of asbestos-containing materials (ACM) present, condition of ACM, accessibility of ACM to students, whether ACM were covered, air flow, or whether sweeping was noted during sample collection. In addition, asbestos-in-air concentrations were not significantly different in different types of schools (high, intermediate or elementary) or in schools constructed in different time periods. Lastly, there was no correlation between the mineral type of asbestos found in the air and the type found in samples of bulk material. [Authors' abstract]

A cross-sectional prevalence study of 120 public school custodians was carried out. The purposes were 1) to investigate the prevalence of asbestos-related disease in a group of custodians at risk for asbestos exposure in public schools and 2) to determine the proportion with disease attributable to exposures in school buildings. Mean age of subjects was 57 years and mean duration of work as a custodian, 27 years. Fifty-seven (47.5%) had no known or likely exposure to asbestos outside of their work as a school custodian (NOE). Pleural plaques (PP) occurred in 40 (33%) of the total group and 12 (21%) of the group with NOE. Pulmonary restriction (FVC less than 80% predicted, FEV1/FVC% greater than or equal to 70) occurred in 22 (18%) of the total group and 10 (17%) of those with NOE. DLCO was lower in the group with restriction. Multivariate analysis revealed significant associations (p less than 0.05) between both PP and restriction and duration of asbestos exposure. AO radiographs increased PP detection by a factor of 1.9. Our results reveal PP prevalence in excess of background and pulmonary restriction in the study population, and indicate that PP are attributable to asbestos in schools. Findings with regard to pulmonary restriction need further investigation. Prudent management of asbestos in buildings is indicated for the prevention of related disease. [Authors' abstract]

All schools in the nation, public or private, except for-profit schools are subject to the U.S. Environmental Protection Agency's "Asbestos in Schools Rule ". The rule requires schools to identify asbestos that is present in their buildings, develop a plan to manage that asbestos and reinspect those materials every three years. This is the full text of that ruling.

Levels of airborne asbestos for six Colorado public school facilities with sprayed-on asbestos materials were documented using three analytical techniques. Phase contrast microscopy showed levels up to the thousandths of a fiber per cubic centimeter (f/cc), scanning electron microscopy (SEM) up to the hundredths of a f/cc, and transmission electron microscopy coupled to selected area electron diffraction and energy dispersive X-ray analysis (TEM-SAED-EDXA) up to the tenths of an asbestos f/cc. Phase contrast microscopy was found to be an inadequate analytical technique for documenting the levels of airborne asbestos fibers in the schools: only large fibers which were not embedded in the filter were counted, and asbestos fibers were not distinguished from nonasbestos.[Authors' abstract]

Discusses the prevalance of asbestos in schools built before the mid-1970's, the inability of some schools to afford its removal, heightened exposure in schools with poor air quality, and the necessity to keep asbestos that cannot be removed in good condition so that it does not crumble and become an airborne hazard.

Offers a school asbestos information section to inform parents about the risks of asbestos exposure in schools. The section provides information on materials that commonly contain asbestos, frequently asked questions, news items, and how parents can find out if their school contains asbestos. In the United States, schools that contain asbestos are required to have management plans and many schools have removed, sealed, or enclosed the material. However as buildings age and require maintenance and repair, the odds of workers, teachers and students accidentally coming into contact with asbestos containing materials has increased.

A commercial website with information that addresses asbestos within schools and the requirements schools must follow to comply with the EPA. Information about all types of mesothelioma including peritoneal, pleural, abdominal, and malignant is provided. A nationwide directory of mesothelioma lawyers is also included.

EIA is a non-profit organization providing information concerning environmental health hazards to occupants of buildings, industrial sites, and other facility operations, including the abatement of asbestos and lead based paint, indoor air quality, safety and health issues, analytical issues, and environmental site assessments.

Site sponsored by the Environmental Protection Agency, Office of Pollution Prevention and Toxics. Includes general information about asbestos and its health effects; a list of commonly used asbestos acronyms; asbestos information resources available to the public, including a listing of asbestos in schools publications; a listing of federal asbestos contacts; and a listing of the laws and regulations applicable to asbestos.

This section of the U.S. Environmental Protection Agency's Healthy School Environments website includes a summary of the issue and a list of asbestos resources with links.

This EPA webpage provides information on AHERA, a summary of the health effects of asbestos, information for Local Education Agency Designated Persons, information for parents, teachers, and other school employees, and useful links.

Offers a wide variety of information on asbestos, asbestos-related illnesses and treatments, a medical glossary, a legal glossary, asbestos news, asbestos removal and abatement advice, and descriptions of typical asbestos-containing products.

Reviews the risk of asbestos exposure in schools, considering the large number of school buildings built from the 1950's through the 1970's with materials that contained asbestos. Typical sources of asbestos in schools, the potential state of asbestos in aging school buildings, and the potential for asbestos fiber inhalation are addressed, and numerous links to additional sources of information and assistance are provided.

Discusses typical sources of asbestos in building products found in schools built before 1978, inspection requirements for schools that contain asbestos, health risks from asbestos, and protection of children when asbestos remediation is underway.

OSHA has been charged with regulating asbestos in the workplace. This site contains information on regulations; health effects; asbestos recognition, evaluation, control, and compliance; training materials; and other sources.

Information on the identification, treatment, storage, and removal of hazardous materials found in school buildings and grounds, compiled by the National Clearinghouse for Educational Facilities.

Information on healthy and environmentally safe school facilities, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource Lists on Indoor Air Quality, Hazardous Materials, Green Cleaning, Pesticides and IPM, Mold in Schools, and more.

Information on indoor air quality issues in school buildings, compiled by the National Clearinghouse for Educational Facilities, including building materials, maintenance practices, renovation procedures, and ventilation systems.