Sensible Steps to 

Healthier School

Environments

Cost-effective, affordable

measures to protect the

health of students and staff.
ii

Contents

Common Issues

Asbestos...................................................................................................................................................... 2

Asthma and Asthma Triggers.................................................................................................................. 3

Buses and Vehicle Idling .......................................................................................................................... 4

Carbon Monoxide ...................................................................................................................................... 5

Chemical Management............................................................................................................................. 6

Drinking Water ......................................................................................................................................... 7

Educational, Art and Science Supplies ................................................................................................... 8

Extreme Heat Events ............................................................................................................................... 9

Indoor Air Quality/Ventilation............................................................................................................... 10

Lead.......................................................................................................................................................... 11

Mercury.................................................................................................................................................... 12

Mold and Moisture Control .................................................................................................................... 13

PCBs in Caulk and Fluorescent Light Ballasts ................................................................................... 14

Pesticides and Pest Management.......................................................................................................... 15

Radon........................................................................................................................................................ 16

UV Radiation........................................................................................................................................... 17

Conserving Resources

Energy Efficiency .................................................................................................................................... 18

Waste Reduction...................................................................................................................................... 19

Facility Assessment

Quick Assessment................................................................................................................................... 20

Resources

Top Ten Ways to Make Your School Healthier .................................................................................... 24

Additional Online Resources.................................................................................................................. 25
1

Approximately 55 million children and 5 million 

adults in the U.S. spend a significant portion 

of their days in more than 132,000 public 

and private school buildings. Many of these 

buildings are old, in poor condition, and may 

contain environmental conditions that pose 

increased risks to the health of children and 

staff. Reducing exposures to environmental 

hazards in schools can help children’s health. 

Healthier school environments enable children 

to learn and produce more in the classroom 

which can improve their performance and 

achievements later in life.

This brochure is designed to address some of 

the most common areas of environmental health 

concerns found in schools. It also provides 

one-stop access to learn some facts about 

these issues and the many existing low cost 

or no cost, affordable measures, programs and 

resources available to help prevent, reduce and 

resolve each of the highlighted environmental 

hazards. By completing the voluntary Quick 

Assessment activity provided near the end of 

this brochure, schools can determine which 

areas and programs will require more detailed 

attention. Additionally, by implementing the 

waste reduction and energy efficiency actions 

highlighted, schools can conserve valuable, 

financial resources. 

Energy efficiency is a powerful tool that can 

drastically cut short-term and long-term 

operating costs. At least 25% percent energy 

savings can occur by implementing little to nocost minimal actions and energy management 

practices. School districts can often leverage 

the opportunity created by energy efficiency 

upgrades to put in place building upgrades and 

practices that enhance the health and quality 

of students’ learning environments. Some 

examples would include improved ventilation 

systems, moisture control, integrated pest 

management practices, and removal of PCBcontaining lighting ballasts and building 

materials from school facilities. 

Another valuable cost savings tool for schools is 

waste reduction. Reusing or recycling materials 

can save schools money in the short term and 

also encourage environmentally conscious 

behavior among America’s youth. Simple tasks 

like composting food or yard waste and reusing 

school supplies can help conserve valuable 

funds. 

Kids Learn Best in 

Healthy Environments

Healthy School Environments

EPA’s healthy school environments website is designed to provide a one-stop access to the many 

programs and resources available to help prevent and resolve environmental issues in schools. 

To learn more about these programs and resources, go to www.epa.gov/schools.
2

Steps to Reduce Exposure to Asbestos:

 Make the school management plan 

available to all interested parties so they 

can learn where all identified ACM is 

located and how it is being monitored.

 Ensure all building operations 

and maintenance staff review the 

management plan to better understand 

how to minimize potential disturbance to 

ACM.

 To prevent exposures to asbestos, do not 

cut, scrape, gouge, drill or physically 

disturb ACM in any way. Additionally, 

do not sand grind, saw or abrade ACM in 

any way.

 Report any concerns about damage or 

deterioration of ACM immediately to the 

building administrator. 

Asbestos

Asbestos is the name given to a number of 

naturally occurring fibrous minerals with high 

tensile strength, the ability to be woven, and 

resistance to high heat and most chemicals. 

Because of these properties, asbestos has been 

used in a wide range of manufactured goods, 

including roofing shingles, ceiling and floor 

tiles, paper and cement products, and textiles. 

Intact and undisturbed asbestos-containing 

materials generally do not pose a health risk. 

Materials containing asbestos may become 

hazardous and pose increased risk if they are 

damaged, are disturbed in some manner, or 

deteriorate over time and release asbestos 

fibers into building air. Exposure to asbestos 

is known to cause asbestosis, lung cancer and 

mesothelioma. Other cancers, primarily of the 

digestive tract are also possible.

EPA’s asbestos program for schools, mandated 

by the Asbestos Hazard Emergency Response 

Act (AHERA), and its regulations for schools 

and other buildings is founded on the principle 

of “in-place” management of asbestos-containing 

material (ACM). This approach is designed to 

prevent asbestos exposure by teaching people to 

recognize ACM and actively monitor and, where 

necessary, manage them without removal. 

Removal of ACM is not usually necessary 

unless the material is severely damaged or 

will be disturbed by a building demolition or 

renovation project.

AHERA requires local education agencies to 

inspect their schools for asbestos-containing 

building material and prepare management 

plans to prevent or reduce asbestos hazards. 

Public school districts and non-profit private 

schools (collectively called local education 

agencies) are subject to AHERA’s requirements.

Learn more at: 

https://www.epa.gov/asbestos
3

Steps a School Can Take to Reduce 

Exposures to Asthma Triggers:

 Avoid having birds or furry animals 

such as mice, rabbits or guinea pigs as 

classroom pets. Fish would make good 

classroom pets.

 Switch to using environmentally friendly 

cleaning chemicals as much as possible. 

These products are less likely to have 

harsh chemical odors that can exacerbate 

asthma symptoms. Further, always 

use “wet” dusting techniques wherever 

possible when cleaning.

 Keep classrooms adequately ventilated, 

free of clutter, dust regularly and 

frequently wash items that attract dust.

 Ensure that your school has an 

Integrated Pest Management program 

that will reduce exposures to pesticides 

while reducing asthma triggers.

Asthma is a disease that affects the lungs and 

makes it hard for people to breathe. Asthma is a 

chronic condition and a leading cause of school 

absenteeism, accounting for more than 13.8 

million missed school days per year in 2013. 

On average, one out of every ten school-age 

children has asthma. 

Asthma attacks in schools can be triggered 

by animal allergens, pest allergens, mold and 

moisture, dust mites, chemical odors, and, 

outdoor air pollutants like ozone and particle 

pollution, or school bus diesel exhaust. 

Clutter in classrooms harbors dust. Fabric 

covered objects such as stuffed animals 

and pillows are breeding grounds for dust 

mites. Both dust and dust mites can exacerbate 

asthma.

Learn more at: 

https://www.epa.gov/managing-pests-schools

https://www.epa.gov/asthma

Asthma and 

Asthma Triggers
4

Steps to Reduce Vehicle 

Exhaust at Schools:

 Encourage policies to eliminate 

unnecessary school bus idling.

 Upgrade or “retrofit” buses and replace 

older vehicles with newer, more efficient 

models (please see https://www.epa.gov/

cleandiesel/clean-school-bus).

 Establish anti-idling zones for all 

vehicles at the school (school buses, 

delivery trucks and parents).

 Locate passenger pickup and drop off 

areas away from a school’s air intake 

supply and classroom windows.

Some 480,000 school buses travel four billion 

miles each year. School buses are the safest way 

for children to get to school. Twenty-five million 

American children ride school buses daily and 

on average, these students spend an hour and 

a half each day in a school bus. In comparison, 

it would take an average of 17 million cars to 

transport the same number of students.

Buses:

Air pollution from older diesel vehicles and 

school buses has health implications for 

everyone, especially children. Children are 

more susceptible to air pollution because 

their respiratory systems are still developing 

and they have a faster breathing rate. In 

addition to producing a number of hazardous 

pollutants, diesel exhaust contains significant 

levels of particulate matter that can deposit 

into the lungs and can cause lung damage 

and aggravate respiratory conditions such as 

asthma.

Vehicle Idling:

Idling vehicles contribute to air pollution and 

emit air toxins, which are pollutants known 

or suspected to cause cancer or other serious 

health effects. This is yet another important 

issue that affects children’s health at school 

when parents idle their vehicles during student 

drop-off and pick-up. Exhaust produced by 

idling vehicles can be pulled into a school 

through the air intakes of the building’s 

heating, ventilating and air conditioning 

(HVAC) system where it can accumulate 

and cause serious health issues for staff and 

students.

In addition to other environmental benefits, 

reducing vehicle idling has a number of 

financial benefits: reduced fuel costs, energy 

costs and unnecessary engine wear. 

Learn more at: 

https://www.epa.gov/schools-transportation/schoolsschool-buses

https://www.epa.gov/cleandiesel/clean-school-bus

Buses and

Vehicle Idling
5

Steps to Prevent Carbon 

Monoxide Exposures:

 Annually inventory and inspect all 

gas burning appliances such as stoves, 

furnaces and water heaters to ensure 

they are properly operating and vented 

to the outside.

 Install carbon monoxide alarms in the 

school near appliances that burn natural 

gas, oil, wood or gas. 

 Never let school buses or other vehicles 

idle directly outside of the school, 

particularly in places where air can get 

indoors such as air handling intakes, 

windows or exit doors.

Carbon monoxide (CO) is a colorless, odorless 

gas. It results from incomplete oxidation of 

carbon in combustion processes. Common 

sources of CO in schools are improperly vented 

furnaces, malfunctioning gas ranges, and 

exhaust fumes that have been drawn back 

into the building. Worn or poorly maintained 

combustion devices (e.g., boilers, furnaces), 

or a flue that is improperly sized, blocked, 

disconnected, or leaking, can be significant 

sources. Auto, truck, or bus exhaust from 

attached garages, nearby roads, or idling 

vehicles in parking areas can also be sources.

Exposure to concentrated levels of CO may 

result in a variety of flu-like symptoms such as 

dizziness, fatigue, headaches, disorientation 

and nausea. High levels of exposure can result 

in loss of consciousness and death.

Combustion equipment must be maintained 

to assure that there are no blockages, and air 

and fuel mixtures must be properly adjusted to 

ensure more complete combustion. Vehicular 

use should be carefully managed adjacent 

to buildings and in vocational programs. 

Additional ventilation can be used as a 

temporary measure when high levels of CO are 

expected for short periods of time.

Learn more at: 

https://epa.gov/indoor-air-quality-iaq/carbon-monoxidesimpact-indoor-air-quality

Carbon Monoxide
6

Steps to Improve Chemical 

Management Include:

 Conduct annual chemical inventories 

and prohibit any unauthorized, toxic or 

hazardous chemicals from being brought 

into the school.

 Store toxic or hazardous chemicals in 

appropriate containers, separated by 

hazard category in a ventilated, fire 

resistant, and locked area or cabinet.

 Label containers with the name of the 

material and date it entered the school, 

and ensure that Safe Data Sheets (SDSs) 

for each product are in a binder readily 

displayed near the chemical storage area. 

 Conduct regular cleanouts of chemicals 

that are unnecessary, outdated, and pose 

a health, safety or environmental risk.

 Ensure proper training of staff involved 

with chemical management and 

training of students before using toxic or 

hazardous chemicals.

From elementary school maintenance 

closets to high school chemistry labs, schools 

use a variety of chemicals. When they are 

mismanaged, chemicals can put students and 

school personnel at risk from spills, fires, and 

other accidental exposures. Common hazardous 

chemicals include corrosive acids, bases, 

oxidizers, compressed gases and flammable 

solvents. 

Chemical accidents impact children’s safety, can 

cost thousands of dollars to clean up, disrupt 

school schedules and could even temporarily 

close schools. Toxic chemicals can cause serious 

health effects, including cancer; brain and 

nervous system disorders; organ damage (i.e., 

liver, kidneys, and lungs); irritation of the eyes, 

skin nose and throat; and asthma attacks.

A proper chemical management program 

ensures that all schools are free from hazards 

associated with mismanaged chemicals. 

Chemicals may be considered mismanaged 

when they are:

● In poor condition or expired

● Overabundant

● Not needed or used 

● Not properly labeled or unknown 

● Unsecured 

● Stored near food

● Stored in inappropriate, leaking, 

corroded or cracked containers

● Stored with incompatible chemicals 

● Stored on unstable/incompatible 

shelves or cabinets

Responsible chemical management programs 

start with development and implementation of 

a safe chemical management plan that reduces 

the risk of chemical exposures and accidents 

in schools. Proper chemical management 

includes: a strong inventory control process, 

assessment of chemicals for risk and benefit, 

prohibiting the use of unauthorized chemicals, 

proper hazardous chemicals cleanout and 

disposal, appropriate safety measures, personal 

protective equipment and eyewash/emergency 

shower stations. Every chemical used in a 

school must have an accompanying Material 

Safety Data Sheet (MSDS) that describes 

chemical properties, potential hazards, storage, 

disposal, protective equipment and spill 

handling procedures.

Learn more at: 

https://www.epa.gov/schools-chemicals

Chemical Management
7

Steps to Ensure Safe Drinking Water:

 Comply with state and federal drinking 

water standards if your school receives 

its drinking water from your own 

water source. Determine your sampling 

requirements and test your water as 

required.

 Never dispose of hazardous substances 

by flushing them down toilets or 

dumping them into storm drains.

 Maintain and sanitize water fountains 

and faucet screens/aerators regularly.

Clean drinking water is necessary for good 

health. Harmful chemicals and micro-organisms 

in school drinking water can pose a threat to 

the health of students and staff. Although the 

majority of schools receive drinking water from 

public water supplies, EPA estimates that 

approximately 10,000 schools and child care 

facilities maintain their own water supply and 

are regulated under the Safe Drinking Water 

Act (SDWA). 

While the vast majority of public drinking 

water systems are safe and dependable, 

drinking water pipes, taps, solder and other 

plumbing components may contain lead. Lead 

in plumbing components may leach into water 

and pose a health risk when consumed. Some 

drinking fountains have been shown to have 

high levels of lead leaching from their interior 

components. 

Exposure to lead is a significant health concern, 

especially for young children and infants 

whose growing bodies absorb more lead than 

the average adult. Testing water in schools 

and child care facilities is important because 

children will likely be drinking water in school.

Water from public water supply systems is 

regularly tested to ensure it meets federal 

and state drinking water standards. School 

administrators of on-site well water systems 

are responsible for making sure the water is 

safe. This includes protecting the source from 

contamination, regularly testing and reporting 

monitoring results, and maintaining the 

distribution system. 

Learn more at: 

https://epa.gov/schools-air-water-quality/schools-waterquality

https://epa.gov/dwreginfo/lead-drinking-water-schoolsand-child-care-facilities

Drinking Water
8

Steps to Reduce Exposure to Hazards 

Associated With Educational, Art 

and Science Supplies:

 Check whether your supplies are listed 

as toxic or nontoxic (should be labeled 

accordingly by the Art and Creative 

Materials Institute (ACMI)).

 Read and follow directions on labels 

regarding fumes or ventilation.

 Ensure you have read and have available 

the Material Safety Data Sheets (MSDS) 

for all products being used in the 

classroom.

 Provide ample fresh air and ventilation.

 Do not allow eating or drinking around 

hazardous chemicals.

 Properly store and dispose of all products 

according to label instructions.

 Wash hands often when using toxic or 

hazardous chemicals.

Common K-12 classroom supplies and those 

used in art, science labs, and vocational/

technical education instruction, are an 

important part of the educational process. 

These supplies could include glues, cleaners, 

glazes, paints, solvents, and other materials 

helpful to classroom instruction. Many of these 

materials are formulated with hazardous 

ingredients which can be harmful or toxic 

to children when used improperly or by an 

inappropriate age group. 

Dangerous metals such as lead, volatile organic 

compounds, dust and fibers are commonly found 

in the art materials and supplies in ordinary 

classrooms. Ingestion and skin absorption can 

occur when handling these materials as well as 

many other hazardous products. In fact, it is not 

uncommon for students to consciously “sniff” 

and smell the odors associated with contact 

cement, glues, paint thinners, correction fluids 

and solvents. 

Simple preventive measures can greatly 

reduce harmful exposures to students. Careful 

purchase and selection of art materials, 

dedicated adult supervision, and the proper 

use of the product with the appropriate age 

group are all simple actions that should be 

implemented. For added security, always lock 

up chemicals when they are not in use. The 

U.S. Consumer Product Safety Commission 

recommends that when buying art 

materials, school supplies 

and toys you should only 

purchase those products that 

are labeled “Conforms to the 

American Society for Testing 

and Materials (ASTM) D4236 

(CPSC Document #5016) and 

that do not have any cautionary 

warnings on the label.”

Learn more at: 

https://www.epa.gov/schools-chemicals/schoolspurchasing-environmentally-preferable-products

Art and Craft Safety Guide: https://www.cpsc.gov/

s3fs-public/pdfs/blk_media_5015.pdf

Educational, Art 

and Science Supplies
9

Steps to Protect Children 

from Extreme Heat:

 Limit outdoor activity and organized 

athletic events to morning hours when 

possible.

 Encourage students to drink more fluids.

 Advise students to wear lightweight, 

light-colored, loose-fitting clothing.

 Limit physical exertion outdoors during 

days with high heat or unhealthy air 

conditions. 

 Plant more trees and vegetation (low 

pollination varieties) on school grounds.

 Participate in the EPA’s colored flag 

program to clearly communicate the 

daily AQI to students, staff and others.

Extreme heat events, or heat waves, are defined 

by weather that is substantially hotter and/

or more humid than average for a location at 

that time of year. These conditions stress the 

body’s ability to maintain an ideal internal 

temperature, which can lead to a range of 

adverse health effects. School districts should 

consider starting the school year later in the 

season to avoid the heat of the summer. 

Children need to take extra precautions on days 

of extreme heat. Dehydration, heat stroke, and 

other heat illnesses may affect a child more 

severely than the average adult because: 

● Children have a smaller body mass to 

surface area ratio than adults, making them 

more vulnerable to the heat. 

● Children are more likely to become 

dehydrated than adults because they can 

lose fluid more quickly. 

● Children play outside more than adults, and 

they may be at greater risk of heat stroke 

and exhaustion because they may lack 

the judgment to limit exertion during hot 

weather and to rehydrate themselves. 

Hot weather can also affect ozone levels and 

other types of air quality. The Air Quality Index 

(AQI) is a guide for reporting daily air quality. 

The EPA Flag Program uses colored flags based 

on the AQI to teach coaches, students and 

others about outdoor air quality conditions. 

Schools raise a colored flag each day that 

corresponds to their local air quality forecast. 

To check for air quality conditions in your area, 

go to: https://airnow.gov/ Learn more at: 

https://www.epa.gov/natural-disasters/extreme-heat

Extreme Heat Events
10

Steps to Improve IAQ and Ventilation:

 Please ensure the school ventilation 

system is operating as designed. 

 Implement a proactive IAQ management 

program such as the Indoor Air Quality 

(IAQ) Tools for Schools program 

highlighted in website below.

 Develop and implement a tobacco-free 

campus policy.

 Establish and implement a regular 

schedule for maintaining unit 

ventilators, replacing air filters, cleaning 

supply air diffusers, return registers and 

outside air intakes and commission the 

HVAC system a minimum of once every 

5 years.

 Ensure condensate pans are clean, 

unobstructed, and drain properly.

 Keep unit ventilators clear of books, 

papers and other items that can obstruct 

air flow.

Poor indoor air quality (IAQ) can impact the 

comfort and health of students and staff which 

can affect concentration, attendance and 

student performance. Additionally, if schools 

fail to respond promptly to poor IAQ, students 

and staff are at an increased risk of short-term 

health problems. 

Inadequate IAQ can result in health concerns 

such as fatigue, nausea, coughing, eye 

irritation, headaches, asthma episodes, allergic 

reactions, and in rare cases, life threatening 

conditions such as severe asthma attacks. 

Many perceived IAQ problems, however, are 

often comfort problems, such as temperature, 

humidity or air movement in a space being too 

low or too high. 

Proper ventilation with outdoor air is a key 

component for good indoor air quality in schools 

and classrooms. In many cases, indoor air may, 

potentially, be two to five times more polluted 

than outdoor air. While at times challenging 

due to the high occupant densities of schools 

and classrooms, it is important that building 

designers incorporate ventilation systems 

that provide adequate outdoor ventilation 

air complying with the American Society of 

Heating, Refrigerating and Air Conditioning 

Engineers’ standard, (ASHRAE) 62.1-2010 or 

local codes. 

Factors that contribute to poor IAQ in schools 

may originate from inadequate heating, 

ventilation and air conditioning (HVAC) design. 

Some may be solely in the control of facilities 

management, such as proper maintenance of 

the HVAC system and the amount of outside air 

being mechanically brought into the building. 

The cleanliness and general housekeeping of a 

school building is a shared responsibility and 

requires the cooperation of facility management 

as well as the staff who work in the building. 

Many of the topics discussed in this brochure, 

such as pesticides, idling, and chemical 

management are all factors that influence 

a facility’s IAQ. The goal of an Indoor Air 

Quality Management Program is to prevent 

the occurrence of IAQ problems and to respond 

quickly to issues before they become serious 

health matters.

Learn more at: 

https://www.epa.gov/iaq-schools//heating-ventilation-andair-conditioning-systems-part-indoor-air-quality-designtools

https://www.epa.gov/iaq-schools

Indoor Air Quality/

Ventilation
11

Steps to Reduce Lead Exposures:

 Interior painted areas—Examine walls 

and interior surfaces to see if the paint is 

cracking, chipping, or peeling, and check 

for areas on doors or windows where 

painted surfaces rub together. 

 Exterior painted areas—Check exterior 

paint for flaking and ensure it is not 

contaminating nearby soil where children 

may play. 

 Check large outdoor structures for peeling 

or flaking paint that could contaminate 

the soil around play areas. 

 Have staff ensure that children wash their 

hands thoroughly after playing outside 

and before eating.

Lead is a highly toxic metal that can have 

adverse health effects for both children and 

adults. The most common source of lead is 

from paint in buildings built before 1978. Lead 

dust comes from disturbing lead paint during 

renovations, deteriorating lead paint and 

lead-contaminated soil that gets tracked into a 

school. 

Children under 6 years of age are at particular 

risk of lead poisoning because their bodies are 

still developing. Furthermore, they frequently 

place their hands, toys, and other objects 

that could have dust from lead paint in their 

mouths. Some playground equipment and toys 

may contain lead or lead paint. Toys can pick up 

lead from contaminated soil or dust. Exposure 

to lead can result in lower IQ scores in children 

and has been associated with headaches, slowed 

growth, hearing problems, brain damage, 

nervous system disorders and behavior and 

attention problems.

If a school building was built before 1978, there 

is a good chance that it contains lead paint. 

EPA’s Renovation, Repair and Painting Rule 

(RRP) is directed to child occupied facilities 

(COF) built before 1978 and applies to buildings 

where there are children under 6 years of age. 

Get your pre-1978 COFs tested for lead paint by 

a certified inspector or risk assessor. The RRP 

Rule applies only in areas that have not been 

tested for lead paint or are shown to contain 

lead paint after testing.

RRP Rule Requirements:

● Renovators must provide building owners 

and occupants pre-renovation notification.

● Firms/contractors and school staff 

performing renovations that disturb paint 

must be appropriately certified.

● Renovators must be trained and certified.

● Workers must receive on-the-job training 

from a certified Renovator.

● Lead-safe work practices must be followed 

and documented.

Learn more at: 

https://www.epa.gov/lead

https://www.epa.gov/ground-water-and-drinking-water/

basic-information-about-lead-drinking-water

Lead
12

Steps to Prevent Mercury Exposure:

 Conduct an inventory of all chemicals 

and locate all mercury equipment and 

compounds.

 Contact a professional to collect 

and properly dispose of all mercury 

equipment and compounds.

 In the event of a spill, have everyone 

leave the area, open windows, turn down 

the temperature and contact local or 

state health or environmental agencies.

 Create and distribute a mercury spill 

response plan. 

 Spills—the size of a single thermometer 

or CFL—can be cleaned by school 

personnel after opening a window and 

ventilating the area. 

 Never use a vacuum cleaner to clean 

up mercury. The vacuum will put more 

mercury into the air and increase 

exposure.

 Never use a broom to clean up mercury. 

It will break the mercury into smaller 

droplets, spread them, and contaminate 

the broom.

 Never wash clothing or other items that 

have come in direct contact with mercury 

in a washing machine, because mercury 

may contaminate the machine and/

or pollute the sewage system. Clothing 

that has come into direct contact with 

mercury should be discarded as directed 

by your local health or fire department.

Mercury is commonly found in schools. 

Elemental mercury is found in thermometers, 

barometers, switches, thermostats, and glass 

vials. Mercury salts are found in laboratory 

compounds in chemistry and science 

laboratories. Compact Fluorescent Lamps 

(CFLs) also contain mercury. 

Mercury spills at schools are often caused by 

improper storage and mishandling of these 

items. Mercury is more likely than other lab 

chemicals to be misused, spilled and spread 

throughout schools. These types of exposures 

can occur when elemental mercury is spilled 

or when products that contain elemental 

mercury break and expose mercury to the air, 

particularly in warm or poorly-ventilated indoor 

spaces. 

Mercury is a neurotoxic substance that can 

produce a wide range of health effects in 

children depending on the amount and timing 

of exposure. Elemental (metallic) mercury 

primarily causes health effects when it is 

inhaled as a vapor and absorbed into the lungs. 

Cleaning up mercury spills in schools can be 

costly and cause widespread environmental 

contamination since it can easily be tracked 

through a building and to 

other buildings, vehicles, 

and personal property (e.g. 

clothes, backpacks, toys). 

Whenever possible, items 

containing elemental 

mercury should be 

replaced in schools 

with alternatives 

such as digital 

thermometers.

Learn more at: 

https://www.epa.gov/mercury

https://www.atsdr.cdc.gov/dontmesswithmercury/

https://www.epa.gov/cfl/cleaning-broken-cfl

Mercury
13

Steps to Prevent Mold and 

Control Moisture:

 Maintain indoor humidity levels below 

60%, ideally between 30% and 50% when 

possible.

 Clean and dry any wet or damp spots 

within 48 hours.

 Fix leaky plumbing and roof leaks in the 

school as soon as possible.

 Check regularly for condensation and 

wet spots.

 Address sources of moisture problems as 

soon as possible.

 Scrub mold off hard surfaces with water 

and detergent, and dry completely.

By checking for moisture and mold on a regular 

basis and spending a few hundred dollars 

of annual preventative maintenance, school 

managers could avoid the need for costly 

repairs, as well as the potential legal liability 

due to health risks for children and staff.

Potential health concerns are also an important 

reason to prevent mold growth and to clean up 

existing indoor mold growth. 

All molds have the potential to cause health 

effects that may include irritation of the 

eyes, skin, nose, throat, and lungs of both 

mold allergic and non-allergic people. Molds 

can produce allergens that trigger allergic 

reactions or even asthma attacks in people 

allergic to mold. Others are known to produce 

potent toxins and/or irritants. Molds can be 

found almost anywhere; and they can grow 

on virtually any organic substance, as long as 

moisture and oxygen are present. There are 

molds that can grow on wood, paper, carpet, 

foods and insulation. 

The presence of moisture within school and 

building structures stimulates the growth 

of molds and other biological contaminants. 

The key to mold control is moisture control. 

Moisture and uncontrolled humidity problems 

may include roof leaks, landscaping or gutters 

that direct water into or under the school 

building, and unvented combustion appliances. 

Additionally, moist school facilities provide a 

nurturing environment for mites, roaches and 

rodents which are associated with asthma and 

other diseases. Solve moisture and condensation 

problems before they become mold problems. Learn more at: 

https://www.epa.gov/mold

https://www.epa.gov/mold/mold-remediation-schoolsand-commercial-buildings-guide

Mold and

Moisture Control
14

Conduct the following best 

management practices (BMPs) listed 

below on a frequent ongoing basis to 

minimize potential exposures to PCBs:

 Ensure that ventilation systems are 

operating properly and are regularly 

inspected and maintained according to 

system manufacturer instructions and 

guidelines or ANSI/ ASHRAE/ACCA 

Standard 180-2012—Standard Practice 

for Inspection and Maintenance of 

Commercial Building HVAC Systems. 

If system cleaning is needed, follow 

ANSI/ACCA Standard 6 – Restoring the 

Cleanliness of HVAC Systems (2007). 

 Clean inside schools and other buildings 

frequently to reduce dust and residue. 

 Use a wet or damp cloth or mop to clean 

surfaces. 

 Use vacuums with high efficiency 

particulate air (HEPA) filters. 

 Do not sweep with dry brooms or use dry 

cloths for dusting. 

 Wash hands with soap and water, 

particularly before eating. 

 Wash children’s toys. 

Polychlorinated biphenyls (PCBs) are a class 

of organic chemicals that have been used in a 

variety of commercial products. PCBs were used 

in caulking, electronics, fluorescent light ballasts 

and other building materials from the 1950s 

to the late 1970s. Buildings built or renovated 

during that time may contain PCBs in caulking 

and other materials. 

In 1979, the U.S. Environmental Protection 

Agency (EPA) banned the commercial production 

of PCBs, citing health and environmental 

concerns. EPA has found that PCB-containing 

caulk and PCB containing lighting ballasts can 

be a significant source 

of PCBs in school air. Health concerns related 

to PCB exposure include, but are not limited 

to, cancer, reproductive effects and neurological 

effects. 

Caulk is a flexible material used to seal gaps and 

to make airtight or watertight windows, door 

frames, masonry and joints in buildings and 

other structures. EPA found old caulk in schools 

that were constructed or renovated between 

1950 and 1979 may contain as much as 30% 

PCBs and can emit PCBs into the surrounding 

air. PCBs from caulk may also contaminate 

adjacent materials such as masonry or wood. 

PCBs are also contained within some fluorescent 

light ballast capacitors and potting material 

manufactured prior to 1979. PCB-containing 

fluorescent light ballasts that are currently in 

use have either approached or exceeded their 

designed life span, so they should be properly 

removed from buildings to prevent indoor air 

exposure. Sudden rupture of light ballasts 

may pose health risks to the occupants, and 

is difficult and costly to remediate. Removal 

of PCB-containing light fixtures, as part of 

lighting upgrades or a stand-alone project, is an 

investment that pays off with long-term benefits 

to students, school staff, the community, and the 

environment.

Learn more at: 

https://www.epa.gov/pcbs

Practical Actions for Reducing Exposure to 

PCBs in Schools and Other Buildings: https://

www.epa.gov/sites/production/files/2016-03/documents/

practical_actions_for_reducing_exposure_to_pcbs_in_

schools_and_other_buildings.pdf

PCBs in Caulk and

Fluorescent Light Ballasts
15

Steps to Reduce Pesticides and 

Manage Pests in your school:

The central features of an IPM program 

are the implementation of exclusion and 

sanitation practices that keep pests out. 

Exclusion Practices:

 Install high-density door sweeps on all 

doors to keep mice, rats and roaches out.

 Block open spaces around utility pipes 

coming into the building with copper 

mesh wire. Open spaces as small as 1/4 

inch, or less than half the diameter of 

a dime, will allow mice and other pests 

into a building.

 Install screens on all windows, 

particularly if they are open during 

warm months.

Sanitation Practices:

 Clean and mop floors in all food service 

areas daily, including classrooms.

 Use sealable containers or canisters to 

provide secure storage for edible food 

items and snacks.

 Bag and completely close all garbage and 

place in dumpsters outside of the school 

building daily.

Pesticides need to be used carefully and 

judiciously, especially when used in sensitive 

areas where children are present. Children 

are more sensitive than adults to pesticides. 

In addition, young children can have greater 

exposure to pesticides from crawling, exploring, 

or other hand-to-mouth activities. 

Adverse effects of pesticide exposure range 

from mild symptoms of dizziness and nausea to 

serious, long-term neurological, developmental 

and reproductive disorders.

EPA recommends that schools use an 

Integrated Pest Management (IPM) approach to 

reduce pesticide risk and exposure to children 

and staff. Implementing IPM practices in 

schools can reduce or minimize economic and 

health related issues caused by pests and 

pesticides.

All school occupants and employees play a 

role in ensuring that a school’s IPM program 

is successful. Ask school administrators if an 

established IPM program is being utilized in 

your school. By working together, everyone can 

have a role in creating an on-going safe and 

healthy school environment.

Learn more at: 

https://www.epa.gov/managing-pests-schools

Pesticides and

Pest Management
16

Steps to Reduce Radon Exposure:

 Have authorized personnel test 

classrooms and occupied rooms for radon, 

following EPA and State protocols. 

 Install radon mitigation systems which, 

are designed to reduce and remove radon 

from indoor air if the classrooms testing 

results show radon concentrations of 

4 pCi/L or higher. 

Radon is a radioactive, colorless, and odorless 

gas that comes from the natural (radioactive) 

breakdown of uranium in soil, rock and water. 

Radon gas can enter a building through cracks 

and holes in the floor and become trapped in 

indoor air. Radon can be found in both old and 

new buildings and cannot be felt when inhaled 

into your lungs. 

Prolonged exposure to radon can result in lung 

cancer. Higher radiation doses may result in 

children due to their smaller bodies and faster 

breathing rates compared to adults. The EPA 

estimates that radon is responsible for 21,000 

lung cancer deaths every year making radon 

the second leading cause of lung cancer in the 

U.S., after smoking. 

Radon test kits cost $10-15 and can be 

purchased from environmental laboratories, 

local hardware stores and building supply 

companies or through the National Radon 

Hotline, (800) 767-7236.

Learn more at: 

https://www.epa.gov/radon/radon-schools

https://sosradon.org/

https://www.epa.gov/radon

Radon
17

Steps to Protect Students and Staff 

from Overexposure to UV Radiation:

 Take steps to prevent sunburns. 

Sunburns significantly increase a 

person’s lifetime risk of developing skin 

cancer, especially for children. 

 Wear protective clothing. A longsleeved shirt, a wide brimmed hat, and 

sunglasses are strongly recommended.

 Generously apply broad-spectrum 

sunscreen with a minimum Sun 

Protection Factor (SPF) of 30+ 

approximately 15 minutes prior to 

going outside. Sunscreen should provide 

protection from both ultraviolet A (UVA) 

and ultraviolet B (UVB) rays. Reapply 

every two hours, even on cloudy days, 

and after swimming or sweating.

 Designated school personnel should 

check the UV index which is issued 

daily by EPA and the National Weather 

Service. This index provides important 

information to help plan for outdoor 

activities in ways that prevent sun 

overexposure.

 Provide access to shade on school 

grounds and remember that the sun’s UV 

rays are strongest between 10 a.m. and 

4 p.m.

While short exposure to sunlight is enjoyable 

and beneficial as an important source of 

Vitamin D, too much exposure to the sun can be 

dangerous. Most people are not aware that skin 

cancer, while largely preventable, is the most 

common form of cancer in the United States. In 

fact, 5.4 million basal and squamous cell skin 

cancer are diagnosed each year. Melanoma, the 

most deadly type of skin cancer, will account 

for about 76,380 cases of skin cancer in 2016. 

One in five Americans will develop skin cancer 

in their lifetime. One American dies from skin 

cancer every hour.

Overexposure to ultraviolet (UV) radiation 

from the sun can result in painful sunburns. It 

can also lead to more serious health problems, 

including skin cancer, premature aging of the 

skin, cataracts and other eye damage, and 

immune system suppression. Because they 

tend to play outside more frequently for long 

periods of time and may not have the benefit of 

sunscreen or shade, children are particularly at 

risk. By following some simple steps, children 

and staff can still enjoy time in the sun and be 

protected from overexposure to UV radiation.

Learn more at: 

https://www.epa.gov/sunsafety

UV Radiation

UV INDEX

Exposure Category UV Index Range

Low 2 or less

Moderate 3 to 5

High 6 to 8

Very High 8 to 10

Extreme 11+
18

Energy Efficiency Opportunities 

for Schools:

Low-Cost Measures:

 Use EPA’s measurement and tracking 

tool, Portfolio Manager, to assess energy 

performance. 

 Turn off lights when not in use or when 

natural daylight can be used.

 Set back the thermostat in the evening 

and at other times when the building is 

unoccupied.

 Perform monthly maintenance of heating 

and cooling equipment to ensure efficient 

operation throughout the year.

 Educate students and staff about how 

their behaviors affect energy use. Some 

schools have created student energy 

patrols to monitor and inform others 

when energy is wasted.

 Use Energy Star’s Commercial Building 

Design Resource, Target Finder, to set 

energy targets and integrate efficiency 

goals into the design of new properties.

Cost-Effective Investments:

 Install energy-efficient lighting systems 

and controls which will improve light 

quality, and reduce heat gain. Installing 

new energy-efficient lighting systems 

will also serve to remove any potentially 

harmful PCB-containing light ballasts.

 Upgrade and maintain heating and 

cooling equipment.

 Use a performance-based contract to 

guarantee energy savings from upgrades.

 Work with an energy services provider 

to help manage and improve energy 

performance.

 Purchase energy-efficient products 

like ENERGY STAR qualified office 

equipment.

 Install window films and add insulation 

or reflective roof coating.

The nation’s 17,450 K-12 school districts 

spend more than $8 billion annually on energy 

— more than is spent on computers and 

textbooks combined. As much as 30 percent of 

a district’s total energy is used inefficiently or 

unnecessarily. 

By being more energy efficient, schools can save 

money and prevent greenhouse gas emissions. 

School districts can use the savings from 

improved energy performance to help pay for 

building improvements and other upgrades that 

enhance the learning environment. 

Learn more at: 

https://www.energystar.gov

Energy Efficiency
19

Steps to Reduce Waste:

 Reduce waste through recycling, reusing 

or buying recycled products.

 Purchase more environmentally friendly 

electronic and paper products.

 Manage obsolete electronics in an 

environmentally safe way.

 Purchase less food to save money and 

reduce waste.

Americans generate millions of tons of trash in 

our homes and communities. Every day, the 

average individual living in the United States 

produces approximately 4.5 pounds of trash. 

While many people already recycle products 

at home, schools can also control their waste 

by reducing, reusing and recycling it. Waste 

reduction opportunities exist everywhere. 

Products that can be reused and recycled 

are countless and include everything from 

food scraps, yard and grounds wastes, paper, 

clothing, school supplies, sports equipment, and 

electronics. Items commonly recycled, and found 

in virtually any school, are paper, aluminum, 

glass, steel, cardboard, and yard waste. Food 

scraps or yard waste can be composted instead 

of being thrown out and then be used to 

improve the soil and support school landscaping 

or gardens. Many waste reduction efforts save 

money, energy, and natural resources, while 

teaching children and young adults how solid 

waste affects their lives and their environment.

Schools have a tremendous opportunity to 

implement waste reduction programs that 

can include pre-post waste reduction audits, 

incorporate waste tracking activities into the 

science curriculum, and promote programs that 

reduce waste. Engage school-related groups 

including science classes, environmental clubs, 

and parent-teacher organizations. These 

groups can often educate the whole community 

about the benefits of waste reduction and 

encourage everyone to make waste 

reduction a part of their everyday 

life. Increasing the flow of reusable 

and recyclable materials can even 

generate extra funds for 

school departments and 

groups.

Waste reduction can be further minimized by 

using WasteWise, a free EPA program through 

which organizations eliminate costly municipal 

solid waste.

To address electronic waste, refer to the 

resources available from the State Electronics 

Challenge. 

Learn more at: 

https://www.epa.gov/learn-issues/learn-about-waste

https://www.epa.gov/fec

Waste Reduction
20

Asbestos

Does the school have a readily available asbestos management 

plan? 

 Yes  No  N/A

Have all building operations and maintenance staff reviewed the 

asbestos management plan and understand how to minimize 

potential disturbance to ACM? 

 Yes  No  N/A

Asthma and Asthma Triggers

Are there policies that discourage the use of birds or furry 

animals such as mice, guinea pigs, and rabbits as pets in the 

school’s classrooms? 

 Yes  No  N/A

Is the school’s cleaning staff encouraged to use environmentally 

friendly cleaning products and “wet” dusting techniques 

whenever possible?

 Yes  No  N/A

Are classrooms free of clutter? Are they dusted regularly? Are 

stuffed animals and pillows washed frequently? 

 Yes  No  N/A

Buses and Vehicle Idling

Have anti-idling policies been developed and implemented for 

buses that serve the school? 

 Yes  No  N/A

Have anti-idling zones been established for all vehicles at the 

schools (school buses, delivery trucks and parent’s cars)? 

 Yes  No  N/A

Are all passenger pickup/drop off areas located away from 

school’s air intake supply, classroom windows and exit doors? 

 Yes  No  N/A

Carbon Monoxide (CO)

Does the school’s maintenance staff inspect and document the 

condition and findings for all gas burning appliances, furnaces 

and water heaters yearly to ensure they are properly operating? 

 Yes  No  N/A

Have CO detectors been installed in the school near appliances 

that burn natural gas, oil, wood or gas?

 Yes  No  N/A

Chemical Management

Does the school conduct a yearly inventory of all chemicals 

present? 

 Yes  No  N/A

Does the school have a policy that prohibits any unauthorized 

toxic or hazardous chemicals from being brought into the 

school? 

 Yes  No  N/A

Are all chemicals properly labeled, stored in original containers, 

dated as to when they entered the school, and have 

accompanying MSDS information on site? 

 Yes  No  N/A

Are all toxic or hazardous chemicals stored in appropriate 

containers, separated by hazard category, in a ventilated, fire 

resistant, and locked area or cabinet? 

 Yes  No  N/A

Does the school conduct cleanouts of all chemicals that are 

unnecessary, outdated and posing a health risk on a regular 

basis? 

 Yes  No  N/A

Quick Assessment

Please use this voluntary assessment to help you reduce and prevent exposures to common environmental 

health hazards in your school. Each topic area covered below has low or no-cost steps which can be taken 

to improve your students’ environmental health. This tool also highlights waste reduction and energy 

efficiency strategies to help conserve valuable, financial resources.
21

Does the school ensure proper training of staff involved with 

chemical management? Are students properly trained before 

handling toxic or hazardous chemicals? 

 Yes  No  N/A

Drinking Water

If your school receives its drinking water from your own source, 

you are required to comply with a series of regulations under 

the Safe Drinking Water Act. Is the water tested according to 

regulations and the results documented? 

 Yes  No  N/A

Are water faucets, fountain screens and aerators regularly 

cleaned and sanitized? 

 Yes  No  N/A

Does the school have policies and procedures in place to prevent 

the disposal of hazardous substances down the toilets and/or 

dumping into storm drains? 

 Yes  No  N/A

Educational, Art & Science Supplies

Does your school have a policy to ensure that art materials, 

school supplies and toys purchased are labeled “Conforms to 

ASTM D4236”? 

 Yes  No  N/A

Do school policies encourage minimizing exposure to hazardous 

materials by substituting less- or nonhazardous materials where 

possible for classroom activities; prohibiting food consumption 

around hazardous chemicals; and, washing hands often? 

 Yes  No  N/A

Is the school staff reminded to follow the precautionary 

recommendations listed on the labels? 

 Yes  No  N/A

Does the school have updated Material Safety Data Sheets for 

all products being used? 

 Yes  No  N/A

Energy Efficiency

Are lights turned off when not in use or when natural daylight 

can 

be used?

 Yes  No  N/A

Are thermostats set back in the evening and at other times 

when the building is unoccupied? 

 Yes  No  N/A

Does the school track energy performance, perform monthly 

maintenance of heating and cooling equipment, educate 

students and staff about how their behaviors affect energy use, 

and use systems and controls that improve light quality, heating 

and cooling as part of an energy efficiency program?* 

 Yes  No  N/A

Extreme Heat Events

Does the school advise the students to wear lightweight, lightcolored and loose-fitting clothing during extreme heat events? 

 Yes  No  N/A

Does the school limit physical exertion outdoors during days 

with unhealthy air conditions or periods of extreme heat? 

 Yes  No  N/A

Indoor Air Quality/Ventilation

Does the school currently implement a proactive IAQ 

management program such as the “Indoor Air Quality (IAQ) 

Tools for Schools” program? 

 Yes  No  N/A

Does the school have a tobacco-free campus policy? 

 Yes  No  N/A

Does the school maintenance staff have a regular cleaning 

schedule for unit ventilators, supply air diffusers, return 

registers, outside air intakes, and commission the HVAC system 

a minimum of once every 5 years? 

 Yes  No  N/A
22

Are condensate pans clean, unobstructed and do they drain 

properly? 

 Yes  No  N/A

Are unit ventilators clear of books, papers and other items and 

other items that would block or hinder air flow? 

 Yes  No  N/A

Lead 

Are the walls and interior surfaces free of cracking, chipping, 

or peeling paint, especially around doors or windows where 

painted surfaces rub together? 

 Yes  No  N/A

Are exterior walls and other large structures in the school 

grounds free of cracking, chipping, or peeling paint? 

 Yes  No  N/A

Does the school or school district provide a pre-renovation 

notification to staff and parents prior to construction activity?

 Yes  No  N/A

Are all demolition and renovation activities impacting lead 

containing paint or other building materials in the school 

undertaken by “certified” and properly trained contractors?* 

 Yes  No  N/A

Do students wash hands before snacks, lunch and after recess? 

 Yes  No  N/A

Mercury

Has an inventory of all chemicals, materials and equipment 

containing mercury been completed? 

 Yes  No  N/A

Does the school have a mercury spill kit and spill response plan 

readily available on site? 

 Yes  No  N/A

Mold and Moisture Control

Is humidity in the school building maintained below 60%, and 

ideally between 30% and 50% where possible?* 

 Yes  No  N/A

Does the school maintenance staff repair all leaking plumbing 

and roof leaks in the building as soon as possible?* 

 Yes  No  N/A

Is the school building (walls/ceilings/floors) free of wetness or 

condensation? 

 Yes  No  N/A

Does the school maintenance staff clean and dry any wet or 

damp spots consistently within 48 hours? 

 Yes  No  N/A

PCBs in Caulk and Fluorescent 

Light Ballasts

Has the school determined whether the fluorescent light ballasts 

contain PCBs? If so, have the lighting fixtures in the school been 

retrofitted to adequately remove potential PCB hazards using 

recommendations highlighted in https://www.epa.gov/pcbs/

polychlorinated-biphenyls-pcbs-building-materials

 Yes  No  N/A

Has the school followed recommendations highlighted in 

https://www.epa.gov/pcbs/polychlorinated-biphenyls-pcbsbuilding-materials for potential PCB-containing caulk. 

 Yes  No  N/A
23

For more information on Healthy Schools, please visit: https://www.epa.gov/schools

Pesticides and Pest Management

Do all floors in food service areas and classrooms where food is 

served get cleaned and mopped daily? 

 Yes  No  N/A

Are all food items stored securely in sealable containers or 

canisters? 

 Yes  No  N/A

Is all garbage bagged, completely closed, and placed in 

dumpsters outside the school building daily? 

 Yes  No  N/A

Are there high-density door sweeps installed on all doors to 

keep out mice, rats and roaches?* 

 Yes  No  N/A

Are all open spaces around utility pipes coming into the building 

blocked with copper mesh wire or other material to hinder 

entrance into the building by pests?* 

 Yes  No  N/A

Does the school have screens installed on all operable 

windows?* 

 Yes  No  N/A

Radon

Have all the first floor and basement classrooms of the school 

been tested for the presence of radon with results documented 

and available for public review? 

 Yes  No  N/A

If the classroom radon levels exceed 4pCi/L, has the school or 

school district installed radon mitigation systems?* 

 Yes  No  N/A

UV Radiation

Does the school post the daily UV Index to help staff protect 

student’s overexposure to the sun? 

 Yes  No  N/A

Are students encouraged to wear protective, light weight 

clothing and/or sunscreen for recess during times of peak sun 

intensity? 

 Yes  No  N/A

Does the school have ample areas of shade to minimize time 

spent in the sunlight? 

 Yes  No  N/A

Waste Reduction

Does the school use an active waste reduction/recycling policy 

in place that promotes resource conservation, the purchasing 

of more environmentally friendly products, pre-post waste 

reduction audits, student involvement, and a curriculum that 

supports waste reduction and recycling?*

 Yes  No  N/A

*Assessment Activities that may require additional, cost-effective resources and methods for resolution.
24

1. Clear the air inside. EPA’s Indoor Air Quality Tools 

for Schools program provides information and tips 

on how to help schools prevent and solve indoor air 

quality problems.

2. Clear the air outside. Schools can reduce 

children’s exposure to engine exhaust by 

eliminating unnecessary vehicle idling, installing 

effective emission control systems on newer buses 

and replacing the oldest buses with new ones.

3. Reduce/remove radon in school buildings. 

Schools should test the level of radon gas in 

their buildings. No radon level is healthy. If the 

test results are at, or above, 4pCi/L, appropriate 

mitigation steps should be taken to reduce the 

radon level.

4. Use chemicals carefully. Possible health, 

safety and environmental implications should be 

considered before chemicals are purchased for 

use in schools. Do not allow outside, unauthorized 

chemicals to be brought into the school. Proper 

chemical use and management (storage, labeling, 

and disposal) is critical for reducing chemical 

exposures and costly accidents.

5. Test the water. School districts should test the 

drinking water in their school buildings regularly.

6. Get the lead out. School buildings built prior to 

1978 must be tested for lead paint. Renovations or 

repairs must be done in a way that does not create 

lead dust. Children should be kept away from lead 

hazards inside and outside of school buildings.

7. Eliminate Mercury. School environments should 

be mercury-free. Schools should use digital 

thermometers and safer alternatives to mercury 

in science curriculum, nurses’ offices and within 

facilities operations and maintenance.

8. Cover up. Schools should practice “sunsafe 

behavior” and encourage children to cover up, use 

SPF 30 or higher broad-spectrum sunscreen, and 

stay out of midday sun to avoid damaging UV rays.

9. Use toxics with caution. Schools should look 

for alternatives to toxic pesticides and cleaning 

chemicals. Remove sources of lead, mercury, 

asbestos and PCBs from the school environment.

10. Educate yourself. Know which environmental 

health issues affect your school and how to 

address them.

Top Ten Ways to 

Make Your School 

Healthier
25

Additional Online 

Resources

EPA Children’s Environmental Health Website

Protecting children’s health from environmental risks 

is fundamental to EPA’s mission. Get the facts about 

children’s environmental health at https://www.epa.

gov/children

Pediatric Environmental Health Specialty Unit

PEHSU is a respected network of experts in children’s 

environmental health. The PEHSU were created to 

ensure that children and communities have access 

to, usually at no cost, special medical knowledge and 

resources for children faced with a health risk due to a 

natural or human-made environmental hazard. To learn 

more visit http://www.pehsu.net/

Department of Education’s Green Ribbon Schools

The U.S. Department of Education announced in 2011 

the creation of the Green Ribbon Schools program 

to recognize schools that are creating healthy and 

sustainable learning environments and teaching 

environmental literacy. The new awards program will be 

run by the Education Department with the support of 

the White House Council on Environmental Quality and 

the U.S. Environmental Protection Agency. To learn more 

visit https://www2.ed.gov/programs/green-ribbonschools/index.html

EPA Regional School Contacts

Locate your regional EPA School Coordinator or 

Children’s Health Coordinator by visiting https://www.

epa.gov/schools/schools-coordinators-epa-regions

EPA’s Voluntary School Siting Guidelines

EPA’s voluntary school siting guidelines can help local 

school districts and community members evaluate 

environmental factors to make the best possible school 

siting decisions. This website includes an overview 

for the guidelines, as well as links to resources and 

additional information. https://www.epa.gov/schools/

school-siting-guidelines

EPA’s Voluntary State School Environmental 

Health Guidelines

EPA has developed State School Environmental Health 

Guidelines, a voluntary guidance document which helps 

states, tribes, and territories create and implement 

environmental health programs for K-12 schools. The 

goal of the guidelines is to provide a framework for 

improving the health and well-being of students by 

creating and sustaining healthy, safe, and productive 

school environments. To learn more visit https://www.

epa.gov/schools/state-school-environmental-healthguidelines

K-12 School Compliance

It is important to note that schools are obligated to 

comply with relevant environmental regulations, and 

environmental compliance is an integral part of a K-12 

school environmental health program. To learn more 

visit https://www.epa.gov/schools/law-regulationand-policy-resources

https://www.epa.gov/regulatory-informationsector/educational-services-sector-naics-61

School IAQ Assessment Mobile App

https://www.epa.gov/iaq-schools/school-iaqassessment-mobile-app
EPA 908-R-17-001

Revised April 2017

www.epa.gov