1

Sensible Steps to 

Healthier School

Environments

Cost-effective, affordable

measures to protect the

health of students and staff.
2

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........................................................................................................................... Foldout

Resources

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

Additional Online Resources....................................................................................................Back Cover
1

Approximately 53 million children 

and 6 million adults in the U.S. 

spend a significant portion of their 

days in more than 120,000 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- and long-term operating 

costs. At least a ten percent energy savings 

can occur by implementing little to no-cost 

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 PCB-containing 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

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: 

www.epa.gov/asbestos/pubs/asbestos_in_schools.html 

Asbestos

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. 
3

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 

10.5 million missed school days per year. 

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: 

www.epa.gov/asthma/index.html 

Asthma and

Asthma Triggers

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.
4

Recent EPA emission standards will 

result in significant reductions in 

vehicle emissions over the next 15 

years. 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. Additionally, school 

buses travel more than 4 billion miles each year.

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: 

www.epa.gov/iaq/schools/tfs/guidei.html

www.epa.gov/region8/air/idlefreeschools.html 

Buses and

Vehicle Idling

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 http://www.epa.gov/

cleanschoolbus).

✔ 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.
5

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: 

www.epa.gov/iaq/schools/tfs/guidee.html#Carbon%20

Monoxide 

Carbon Monoxide

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.
6

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: 

www.epa.gov/wastes/partnerships/sc3/ 

Chemical Management

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, date it entered the school, and 

ensure that an MSDS for each product 

is 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.
7

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: 

http://water.epa.gov/infrastructure/drinkingwater/schools/

index.cfm

http://epa.gov/safewater/lead 

Drinking Water

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.
8

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.”

Learn more at: 

www.epa.gov/iaq/schools/pdfs/kit/checklists/

teacherchklstbkgd.pdf 

Educational, Art

and Science Supplies

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.
9

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: http://airnow.gov. Learn more at: 

www.epa.gov/heatisland/about/heatguidebook.html

Extreme Heat Events

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, lightcolored, 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.
10

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 shortterm 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: 

www.epa.gov/iaq/schools/actionkit.html

www.epa.gov/iaq/schools/facilities.html

Indoor Air Quality/.

Ventilation

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.
11

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: 

www.epa.gov/lead 

www.LeadFreeKids.org

Lead

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. 
12

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: 

www.epa.gov/hg/schools.htm 

www.epa.gov/mercury 

Mercury

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 and go to: 

www.epa.gov/hg/spills/index.htm 

✔ Create and distribute a mercury spill 

response plan. www.epa.gov/region7/mercury/

educator_toolkit.htm

✔ Spills—the size of a single thermometer or 

CFL—can be cleaned by school personnel 

after opening a window and ventilating the 

area. To learn proper cleanup and disposal 

procedures, go to 

www.epa.gov/hg/spills/index.htm#thermometer and 

www.epa.gov/cfl/cflcleanup.html 

✔ 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. 
13

I

ndividual school districts have incurred 

costs from $200,000 to as much as 

$13 million for remediating mold and 

mildew damage. 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: 

www.epa.gov/mold

www.epa.gov/iaq/schools/pdfs/publications/ 

moldfactsheet.pdf 

Mold and

Moisture Control

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.
14

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: 

http://epa.gov/pcbsincaulk/caulkschoolkit.htm 

www.epa.gov/epawaste/hazard/tsd/pcbs/pubs/ballasts.htm 

Steps to Minimize Exposure to PCBs:

✔ Clean frequently, using a damp cloth or 

mop to reduce dust.

✔ Use HEPA vacuums.

✔ Wash children’s hands with soap and 

water, particularly before eating, and wash 

their toys often.

✔ Consider getting a professional to test 

the air and if elevated levels of PCBs 

are found, schools should identify any 

potential sources of PCBs, for example 

by testing samples of caulk or looking 

for other potential PCB sources (i.e. old 

transformers, capacitors, or fluorescent 

light ballasts).

What NOT to Do:

✔ Do not attempt to remove PCB-containing 

caulk or lighting ballasts by yourself. PCBs 

should be removed by personnel wearing 

protective equipment who should follow 

procedures to minimize the spread of PCBs.

✔ Do not sweep with dry brooms; minimize 

the use of dusters because they spread 

dust.

PCBs in Caulk and

Fluorescent Light Ballasts
15

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: 

www.epa.gov/pesticides/ipm/schoolipm

Pesticides and

Pest Management

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 

about the height 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.

✔ Bag and completely close all garbage and 

place in dumpsters outside of the school 

building daily.
16

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: 

www.epa.gov/radon/index.html

www.sosradon.org 

Radon

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. For information on 

reducing radon levels in schools go to: 

www.epa.gov/radon/pubs/#schools
17

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, more than 3.5 million new 

cases of skin cancer are reported each year. 

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: 

www.epa.gov/sunwise

UV Radiation

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 long-sleeved 

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.

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

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: 

www.energystar.gov/k-12 

Energy Efficiency

Energy Efficiency Opportunities for Schools: 

Low-Cost Measures:

✔ Use EPA’s measurement and tracking 

tool, Portfolio Manager, to assess energy 

performance. Go to: www.energystar.gov/index.

cfm?=evaluate_performance.bus_portfoliomanager

✔ 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. 

Go to: www.energystar.gov/index.cfm?c=new_bldg_

design.bus_target_finder

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.
19

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 schoolrelated 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: 

www.epa.gov/epawaste/conserve/smm/wastewise/ 

index.htm

www.stateelectronicschallenge.net/

http://epa.gov/wastes/education/pdfs/school.pdf

Waste Reduction

Steps to Reduce Waste:

✔ Reduce waste through recycling, 

reusing or buying recycled products. 

Visit EPA’s What Can You Do webpage for 

simple tips on how to make a difference in 

the environment whether at home, school, 

work, or on the go. www.epa.gov/wastes/wycd/

index.htm

✔ 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.
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

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

Quick Assessment

Please use this voluntary assessment foldout 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

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, light-colored 

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

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
22

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 www.epa.gov/epawaste/hazard/

tsd/pcbs/pubs/ballasts.htm?

 Yes  No  N/A

Has the school followed recommendations highlighted in www.epa.

gov/pcbsincaulk/caulkschoolkit.htm for potential PCB-containing 

caulk.

 Yes  No  N/A

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.

Healthy School Environments Assessment Tool (HealthySEAT)

EPA has developed a free software tool to help school districts track and manage all environmental issues in their schools. 

The Healthy School Environments Assessment Tool (HealthySEATv2) is designed to be customized and used by districtlevel staff to conduct voluntary self-assessments of their school (and other) facilities, using checklists and assessment 

standards included with the software or customizing the tool to create their own checklists. The software generates letters 

and reports that can be used to follow up on any deficiencies found and to track progress in creating and maintaining 

healthy school environments. To learn more about HealthySEAT and how it can help improve the health and safety of 

students and staff, visit www.epa.gov/schools/healthyseat/basicinformation.html
23

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
24

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 www.epa.gov/children

Pediatric Environmental Health Specialty Unit (PEHSU)

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 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 www.ed.gov/blog/2011/05/green-ribbon-schoolresources/

EPA Regional School Contacts

Locate your regional EPA School Coordinator or Children’s Health 

Coordinator by visiting www.epa.gov/schools/contacts.html

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. 

http://epa.gov/schools/siting/index.html

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 

www.epa.gov/schools/ehguidelines/index.html

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 www.epa.gov/schools/

downloads/key_USEPA_regulations_k-12_schools.pdf

EPA-908-R-12-0001

July 2012