Report on Educational Disruption at Kyrene de la Sierra Elementary School and Alignment with Sustainable Development Goals

Executive Summary

Kyrene de la Sierra Elementary School initiated a temporary shift to remote learning from August 4 to August 8 due to air quality concerns arising from roof construction. This report analyzes the school’s response through the lens of the United Nations Sustainable Development Goals (SDGs), particularly focusing on SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 9 (Industry, Innovation, and Infrastructure).

Prioritizing Good Health and Well-being (SDG 3)

The school administration’s decision to suspend in-person classes demonstrates a proactive commitment to SDG 3: Good Health and Well-being. Despite confirmation that construction materials were safe, the detection of “elevated particulate levels” prompted immediate action to protect students and staff from potential respiratory harm. This precautionary principle aligns directly with SDG Target 3.9, which aims to substantially reduce illnesses from air pollution and contamination.

• Precautionary Measures: The school acted decisively before receiving official test results, stating, “we will not take any risks with staff and student health.”
• Long-Term Safety: The decision to keep the building closed until after the fall break in October ensures that all construction phases involving asphalt and off-gassing are completed, guaranteeing a safe environment upon return.

Ensuring Quality Education and Equity (SDG 4)

The disruption posed a significant challenge to SDG 4: Quality Education. However, the Kyrene Emergency Management Team implemented a multi-faceted strategy to ensure educational continuity and equity, in line with SDG Target 4.1 (ensure all children complete free, equitable, and quality education) and Target 4.a (build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments).

1. Immediate Remote Learning: A swift transition to virtual instruction was established, with curriculum and assignments made available online.
2. Equitable Access: Support and computers were provided to students in need, addressing the digital divide and promoting inclusivity.
3. Flexible Attendance: The policy stating students would not be marked absent if unable to attend virtually acknowledges the diverse circumstances of families.
4. Alternative Learning Environment: Administrators are actively securing an alternate campus for in-person learning, demonstrating a commitment to restoring face-to-face instruction as soon as possible.

Resilient Infrastructure and Community Safety (SDG 9 & SDG 11)

This incident underscores the link between infrastructure development and community health, a core theme of SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities). While the roof construction represents a necessary infrastructure upgrade, the subsequent air quality issue highlights the need for project management protocols that safeguard public health.

Mitigation and Safety Protocols

To address the immediate environmental concerns and ensure a safe return, the school has implemented a comprehensive mitigation plan that supports the creation of a safe and resilient learning facility.

• Sealing of air intakes to prevent fumes from entering the building.
• Replacement of all filters in air intakes and HVAC systems.
• Deployment of air scrubbers across the campus, supplementing existing HEPA filtration units in every classroom.
• Commitment to repeated air quality testing before students and staff are permitted to return to the campus.

Analysis of 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: The primary concern driving the school’s actions is the health and safety of students and staff due to potential air pollution from construction. The article states, “we will not take any risks with staff and student health.”
• SDG 4: Quality Education: The closure of the school building directly impacts the delivery of education. The article details the shift to remote learning and the search for an alternative campus to ensure educational continuity.
• SDG 9: Industry, Innovation and Infrastructure: The issue stems from “planned roof construction,” which is an upgrade to the school’s physical infrastructure. The incident highlights the need for construction practices that do not compromise the building’s function or the well-being of its occupants.
• SDG 11: Sustainable Cities and Communities: The article addresses the environmental quality within a community facility (a school). The focus on indoor air quality (“elevated particulate levels”) is a component of creating safe and sustainable community spaces.

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.” The school’s decision to close and conduct air quality tests is a direct preventative measure to avoid illnesses caused by air pollution from construction “fumes” and “particulates.”
• Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” The school’s efforts to provide remote learning, online curriculum, and computers to students in need are aimed at maintaining access to quality education despite the disruption.
• Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” The core issue is that the school building temporarily became an unsafe learning environment due to air quality. The mitigation steps and relocation are efforts to restore a safe environment for learning.
• Target 9.1: “Develop quality, reliable, sustainable and resilient infrastructure… to support… human well-being…” A school is a critical piece of social infrastructure. The roof construction, while an upgrade, temporarily compromised its reliability and safety, demonstrating the importance of ensuring infrastructure projects do not negatively impact human well-being.
• Target 11.6: “By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality…” The article provides a micro-level example of this target by focusing on managing indoor air quality within a public building to prevent adverse health effects on the community members using it.

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

• Air Quality Levels: The most direct indicator mentioned is the measurement of air quality. The article refers to “air quality tests” that showed “elevated particulate levels.” The plan to test the air “repeatedly” before allowing students and staff to return implies that the concentration of air pollutants is the key metric for safety.
• Implementation of Safety Measures: The article lists specific actions taken to mitigate risks, which serve as process indicators. These include:
  1. Sealing air intakes.
  2. Replacing filters in HVAC systems.
  3. Using air scrubbers and HEPA filtration units.
• Continuity of Learning: Indicators for measuring the maintenance of education include the provision of online curriculum and assignments, the distribution of computers to students who need them, and the policy that students “will not be marked absent if they are unable to attend virtually.”
• Provision of a Safe Learning Environment: The ultimate indicator of a restored safe environment is the result of the final air quality tests that would clear the building for re-entry. The temporary relocation to an “alternate campus” is another measure of ensuring a safe physical space for learning.

4. Table of SDGs, Targets, and Indicators

Source: azcentral.com