Air pollution can hurt students’ grades, but electric buses could help

Polluted Air and Its Impact on Test Scores for Children

A recent study conducted in North Carolina suggests that polluted air may have a negative effect on the academic performance of children. Researchers from Yale University analyzed standardized test scores and pollution exposure data of public school students in North Carolina from 2001 to 2018, spanning a period of 17 years.

Long-Term Effects of Air Pollution on Academic Performance

The study found that even when air pollution levels were not significantly high, there were still long-term effects on children’s academic performance. The damage was particularly greater for racial ethnic minorities and female students. Emma Zang, co-author of the study and assistant professor of sociology, biostatistics, and global affairs at Yale University, suggests that revising current air pollution standards may be necessary to mitigate these effects.

Sensitivity of Children and Individuals with Heart and Lung Conditions

According to Shawn Taylor from North Carolina’s Division of Air Quality, children and individuals with heart and lung conditions are more susceptible to the harmful effects of polluted air. Children have a higher respiratory rate compared to adults, resulting in increased exposure to pollution when air pollution levels are high.

Improvements in North Carolina’s Air Quality

In recent decades, North Carolina has made significant progress in improving its air quality through the implementation of cleaner technology and emissions reduction standards. However, transportation remains one of the major sources of fine particle pollution, specifically PM2.5.

PM2.5 refers to particles that are two and a half microns or smaller in diameter, which is much smaller than the width of a human hair. Breathing in unhealthy levels of PM2.5 can lead to various health problems such as heart disease, asthma, and low birth weight. Sources of fine particle pollution include coal plants and vehicle exhaust.

Addressing the Issue: Transition to Electric Buses

In an effort to combat air pollution and its impact on children’s health and academic performance, Maureen Joy Charter School in Durham, North Carolina has replaced 10 diesel buses with battery-powered ones. Samantha Amaral, the senior director of people and finance at the school, reports that attendance has improved since the introduction of electric buses last fall.

Furthermore, Governor Roy Cooper has announced that North Carolina will receive $26.7 million in federal funds to purchase 114 electric school buses as part of the Environmental Protection Agency’s (EPA) Clean School Bus Grant Program. Maureen Joy Charter School has already received one of these grants and plans to add four more electric buses to its fleet of ten.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 11: Sustainable Cities and Communities
• SDG 13: Climate Action

The issues highlighted in the article are connected to these SDGs because they involve the impact of air pollution on health, education, gender equality, sustainable cities, and climate action.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water, and soil pollution and contamination
• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes
• Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life
• Target 11.6: By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
• Target 13.2: Integrate climate change measures into national policies, strategies, and planning

These targets are relevant to the issues discussed in the article, such as reducing the impact of air pollution on health, ensuring quality education for all, promoting gender equality, improving air quality in cities, and integrating climate change measures.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Standardized test scores: This indicator can be used to measure progress towards Target 4.1 (quality education) by assessing the learning outcomes of students.
• Female students’ academic performance: This indicator can be used to measure progress towards Target 5.5 (gender equality) by evaluating the educational achievements of female students.
• Pollution exposure: This indicator can be used to measure progress towards Target 11.6 (sustainable cities and communities) by assessing the level of exposure to air pollution in different areas.
• Air pollution standards: This indicator can be used to measure progress towards Target 11.6 (sustainable cities and communities) by evaluating the effectiveness of current air pollution standards.

These indicators mentioned in the article can be used to measure progress towards the identified targets by providing measurable data on the impact of air pollution on education, gender equality, and sustainable cities.

4. SDGs, Targets, and Indicators

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: wral.com

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