Mounting Evidence Shows Air Pollution Threatens Children’s Cognitive Development | KQED
Mounting Evidence Shows Air Pollution Threatens Children's Cognitive Development KQED
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Air Pollution and Brain Development: A Report
“These are observational studies, so we can’t definitively say air pollution causes these brain changes,” said Dr. John Balmes, a physician-scientist at UCSF and UC Berkeley, whose research has shown links between early-life pollution exposure and reduced IQ by age 10. He was not involved in the UC Davis study. “But when so many studies show consistent results, the association becomes strong — strong enough to move toward causality.”
Researchers also looked at animal models to explore potential causal links. In these models, exposure to pollution led to brain changes similar to what’s observed in human children.
“Between what the animal models show, what these pathology results show, and what we know from the adult literature, connecting what we know from animal studies to humans is a reasonable assertion,” Patel said.
Reducing the risks
On days like Wednesday and Thursday, when the air district issues a Spare the Air Alert for the Bay Area due to unhealthy smog levels, health officials urge people, especially children and sensitive groups, to limit outdoor activities.
“Kids should probably not be exercising vigorously outside if they don’t have to,” Balmes said.
Patel suggested several other steps to reduce exposure to air pollution, particularly for children. Installing portable air purifiers in homes and schools can significantly improve indoor air quality, especially near high-traffic areas. If you’re looking for a new home, try to avoid areas near major roads or industrial zones. For those already living near pollution sources, weatherizing your home by sealing cracks and gaps to prevent dirty air from sneaking in.
The UC Davis researchers also encouraged other scientists to include air pollution data in studies related to brain health.
“Anyone researching brain development or health outcomes should be asking about air pollution exposure,” said Sally Hang, a Ph.D. student at UC Davis and the study’s first co-author. “It’s a simple yet critical factor that could deepen our understanding of how to protect future generations.”
As research mounts on connecting air pollution to poorer neurodevelopment, policymakers may need to rethink what they consider safe levels of pollution, particularly when it comes to the most vulnerable among us — our children.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water, and soil pollution and contamination | Indicator 3.9.1: Mortality rate attributed to household and ambient air pollution |
| SDG 4: Quality Education | 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 | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 11: Sustainable Cities and Communities | 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 | Indicator 11.6.2: Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted) |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 3: Good Health and Well-being
The article discusses the potential impact of air pollution on brain health, particularly in children. This connects to SDG 3, which aims to ensure good health and well-being for all.
SDG 4: Quality Education
The article mentions a study that links early-life pollution exposure to reduced IQ by age 10. This highlights the potential impact of air pollution on learning outcomes, aligning with SDG 4, which focuses on quality education.
SDG 11: Sustainable Cities and Communities
The article emphasizes the need to reduce air pollution and improve air quality in cities. This aligns with SDG 11, which aims to create sustainable cities and communities, including addressing environmental impacts such as air pollution.
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 article highlights the potential health risks associated with air pollution, particularly for children. Achieving this target involves reducing the adverse health effects of air pollution.
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
The article discusses the impact of air pollution on children’s cognitive development, specifically mentioning reduced IQ. This target emphasizes the importance of ensuring quality education outcomes for all children.
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
The article highlights the need to address air pollution in cities, particularly through measures like installing air purifiers and avoiding pollution sources. This target focuses on reducing the environmental impact of cities, including improving air quality.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article does not explicitly mention indicators. However, the following indicators can be used to measure progress towards the identified targets:
Indicator 3.9.1: Mortality rate attributed to household and ambient air pollution
This indicator can measure progress in reducing the adverse health effects of air pollution, as mentioned in Target 3.9.
Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
This indicator can measure progress in ensuring quality education outcomes for children, as mentioned in Target 4.1.
Indicator 11.6.2: Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted)
This indicator can measure progress in reducing air pollution and improving air quality in cities, as mentioned in Target 11.6.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water, and soil pollution and contamination | Indicator 3.9.1: Mortality rate attributed to household and ambient air pollution |
| SDG 4: Quality Education | 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 | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 11: Sustainable Cities and Communities | 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 | Indicator 11.6.2: Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted) |
Source: kqed.org
