Officials: Air Quality Is Problem at US Schools
Officials: Air Quality Is Problem at US Schools VOA Learning English
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Officials: Air Quality Is Problem at US Schools
During the COVID-19 pandemic, public officials brought renewed attention to indoor air quality in schools. Improving ventilation and airflow was considered a way to prevent the spread of COVID-19 and other diseases.
In January, the Environmental Protection Agency (EPA) said indoor pollution can be two to five times higher than outdoor levels. The agency said children face higher risk from indoor pollutants like asbestos, mold, radon, and methane. They also face pollution from particulate matter, like vehicle exhaust or wildfire smoke, which can enter classrooms from the outside. The EPA said climate change has made safe indoor air quality more important.
Pollutants can lead to a number of health problems for children if they breathe them for a long period, the EPA said. Health effects might include coughing, breathing diseases, allergic reactions, asthma, and cancer.
The agency said there are several ways to maintain healthy indoor air quality. These include controlling pollutants, ventilating outdoor air, and maintaining temperature and water in the air, or its humidity.
A Study on Outdated HVAC Systems in American Schools
- A 2022 international study published in the Journal of Building Engineering said thousands of American schools have outdated HVAC systems. HVAC stands for heating, ventilation, and air conditioning. A 2020 study from the U.S. Government Accountability Office said that nine percent of school districts needed to fix “environmental conditions” like mold, lead, or asbestos in at least half their schools.
The Impact of Indoor Air Quality on School Performance
Indoor air quality might affect school performance. Some studies say that a healthy school environment lifts attendance, increases test scores, and improves learning. A study of 10,000 school districts from the National Bureau of Economic Research found that decreased pollution in schools led to higher test scores.
Steps to Improve Ventilation in Schools
- Many schools have not taken steps to improve ventilation although research suggests it is important. During the COVID-19 pandemic, the U.S. Centers for Disease Control and Prevention (CDC) had recommended four ways to improve ventilation in schools. They included simple changes like opening windows and using fans to maintain airflow in buildings. Costly recommendations included replacing HVAC systems, using in-room air cleaners, or installing ultraviolet germicidal irradiation (UVGI) devices.
Scientists and public health leaders pushed school districts to use federal pandemic emergency money for ventilation systems. But a 2022 CDC study of over 8,000 school districts found that about half had taken any of the four recommendations. That few districts had taken steps to improve air quality shows “the ongoing opportunity to improve indoor air quality among K–12 school buildings in the United States,” the authors of the study wrote. The aid money expires this fall.
Grant Funding to Reduce Air Pollution and Greenhouse Gases
In January, the EPA announced $32 million in grant funding to reduce air pollution and greenhouse gases at schools in poor communities. Non-profit organizations and state governments could apply for the grants, which are expected to be awarded this fall. The EPA said the program was part of a set of policies from President Joe Biden’s administration. The money came from the Inflation Reduction Act passed by Congress in 2022.
In the announcement, EPA Deputy Administrator Janet McCabe said: “EPA is working with our partners to…improve air quality and energy efficiency.”
Words in This Story
- ventilation — n. things related to a system of providing fresh air to a building, vehicle, or any closed space where it is required
- particulate — adj. related to or involving particles
- exhaust — n. gases released from chemical processes like combustion
- coughing –n. when the body involuntarily expels air from the lungs through the throat forcefully
- allergic –adj. a strong reaction to a substance in food or in the air that involves the eyes, throat, or skin
- asthma –n. a disease affecting the lungs and the ability to breathe
- school district –n. (in the United States) an area established by a local government for the purpose of administering a public school system
- expire — v. to run out, to no longer be operative
- grant — n. an amount of money that is given for a specific purpose and does not need to be paid back
- efficient — adj. effectively using resources
Dan Novak wrote this story for VOA Learning English.
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 | – Indoor air quality in schools – Presence of pollutants in schools – Health effects on children from indoor pollutants |
| SDG 4: Quality Education | 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 | – Impact of indoor air quality on school performance – Relationship between improved air quality and test scores |
| SDG 7: Affordable and Clean Energy | Target 7.3: By 2030, double the global rate of improvement in energy efficiency | – Use of energy-efficient ventilation systems in schools |
| 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 | – Reduction of air pollution in schools – Implementation of measures to improve air quality in schools |
| SDG 13: Climate Action | Target 13.2: Integrate climate change measures into national policies, strategies, and planning | – Consideration of climate change impact on indoor air quality |
| SDG 17: Partnerships for the Goals | Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources | – Collaboration between EPA and non-profit organizations/state governments for reducing air pollution in schools |
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 impact of indoor air quality on children’s health, including the risk of respiratory diseases, allergies, and asthma. This aligns with SDG 3, which aims to ensure healthy lives and promote well-being for all at all ages.
SDG 4: Quality Education
The article highlights the potential impact of indoor air quality on school performance, attendance, and test scores. SDG 4 focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
SDG 7: Affordable and Clean Energy
The article mentions the need for energy-efficient ventilation systems in schools to improve indoor air quality. SDG 7 aims to ensure access to affordable, reliable, sustainable, and modern energy for all.
SDG 11: Sustainable Cities and Communities
The article emphasizes the importance of addressing air quality in schools, which contributes to creating sustainable and resilient cities and communities (SDG 11).
SDG 13: Climate Action
The article mentions that climate change has made safe indoor air quality more important. This connects to SDG 13, which focuses on taking urgent action to combat climate change and its impacts.
SDG 17: Partnerships for the Goals
The article highlights the collaboration between the EPA, non-profit organizations, and state governments to reduce air pollution in schools. This aligns with SDG 17, which emphasizes the importance of partnerships and cooperation to achieve sustainable development.
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.
This target is relevant as it addresses the need to reduce health risks from indoor pollutants in schools, such as asbestos, mold, radon, methane, and particulate matter.
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.
This target is connected to the importance of maintaining healthy indoor air quality in schools to create safe and effective learning environments for students.
Target 7.3: By 2030, double the global rate of improvement in energy efficiency.
This target is relevant as it emphasizes the need for energy-efficient ventilation systems in schools to improve indoor air quality while promoting energy efficiency.
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.
This target is connected to the focus on improving air quality in schools, which contributes to reducing the adverse environmental impact of cities.
Target 13.2: Integrate climate change measures into national policies, strategies, and planning.
This target is relevant as it highlights the importance of considering climate change impacts on indoor air quality and incorporating appropriate measures into policies and planning.
Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
This target is addressed through the collaboration between the EPA, non-profit organizations, and state governments to reduce air pollution in schools, demonstrating the importance of partnerships for achieving sustainable development goals.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article provides several indicators that can be used to measure progress towards the identified targets:
- Indoor air quality in schools
- Presence of pollutants in schools
- Health effects on children from indoor pollutants
- Impact of indoor air quality on school performance
- Relationship between improved air quality and test scores
- Use of energy-efficient ventilation systems in schools
- Red
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Source: learningenglish.voanews.com
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