School Flag Program 

Coordinator Handbook

School Flag

PROGRAM
Publication No. EPA-456/B-13-002

March 2013

U.S. Environmental Protection Agency

Office of Air Quality Planning and Standards

Research Triangle Park, North Carolina

School Flag Program Coordinator Handbook

Thank you for being a School Flag Program Coordinator. We hope that 

you find this handbook helpful. We would appreciate any suggestions 

you may have to improve it. Questions about the School Flag Program 

should be directed to your State air quality agency or to Donna Rogers, 

at rogers.donna@epa.gov.
Table of Contents

Overview of the School Flag Program..........................................................page 2

Steps for a Successful School Flag Program ......................................................page 3

Background Information...........................................................................page 8 

Resources.............................................................................................page 10

Overview of the School Flag Program

The School Flag Program uses brightly colored flags to help children, parents, school personnel, and 

the community be aware of daily air quality conditions. Knowing the air quality conditions can help 

protect individuals both at school and at home. The flag colors correspond to the colors used in EPA’s 

Air Quality Index (AQI), which tells how clean or polluted the air is for that day. When members of 

the school and the surrounding community know what the daily air quality is, they can adjust their 

activities to reduce their exposure to air pollution. Regular physical activity – at least 60 minutes a day 

– promotes health and fitness. The purpose of the school flag program is to help children continue 

to exercise while protecting their health when the air quality is unhealthy.

Each day, schools raise a colored flag that corresponds to the local air quality forecast:

Green flag – good air quality

Yellow flag – moderate air quality

Orange flag – unhealthy for sensitive groups (including all children and people with 

asthma) 

Red flag – unhealthy for everyone 

Purple flag – very unhealthy for everyone

Note: There is a sixth color -- maroon -- used in EPA’s Air Quality Index. It indicates hazardous air quality. It is 

not included in the school flag program since it is rare and will trigger health warnings of emergency conditions 

from local media. 

Air quality can become unhealthy due to pollutants such as ground-level ozone and particle pollution. 

Ozone is especially damaging to the lungs of children and those who work and play outside. Particle 

pollution - especially fine particles such as those found in smoke, haze or dust - contains microscopic 

solids or liquid droplets that are so small that they can get deep into the lungs and cause serious health 

problems. Children (including teenagers) are at greater risk from air pollution because their lungs are 

still developing and they breathe more air per pound of body weight than adults. People with asthma 

are also more likely to have symptoms when pollution is in the air. Children, including those with 

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asthma, can continue to stay active even when air quality is unhealthy by modifying their activities or, in 

some cases, moving their activities indoors. 

This handbook describes the four steps a School Flag Program Coordinator needs to take to 

implement a successful flag program: 

1. Purchase flags

2. Educate and inform the school and the community at the start of the program

3. Find out the daily air quality forecast and fly the corresponding flag

4. Know what actions to take when the air quality is unhealthy

The School Flag Program can be a great way to teach people about their local air quality, how air pollution 

impacts our health, and what actions we can take to protect ourselves. You’ll find more information about 

the School Flag Program, the AQI, ground-level ozone and particle pollution, and the health effects of air 

pollution in the Background Information and Resources sections of this handbook.

Steps for a Successful School Flag Program 

Step 1: Purchase flags

You can buy a set of flags through a local flag vendor, or you can find vendors online. Sometimes 

sponsors such as a parent teacher organization, a local environmental organization or a community 

business may be willing to purchase the flags for your school. 

You will need five flags: green, yellow, orange, red, and purple. The purple flag might be needed only 

on rare occasions, but it is important to have if there is an air quality alert due to a wildfire or other 

serious air quality episode. There are some suggested color names and PMS (pantone matching system) 

numbers that your flag vendor may recognize. If you cannot get these exact colors, any similar green, 

yellow, orange, red, and purple will do. The nylon flag colors are called #349 Irish Green (PMS 3415c), 

#108 FM Yellow (PMS 102c), #151 Golden Poppy (PMS 151c), #485 Canada Red (PMS 186c), and #2627 

Pansy (PMS 2627c).

The flag is pennant style and the dimensions are 3’x 5’. You may choose plain flags or flags with logos, 

graphics, or words (note that extra printing on the flags will cost more and may not be visible once the 

flag is raised on the flagpole). A set of five flags will usually cost under $100. The price often goes down 

if you order a large quantity of flag sets at the same time, so consider joining with other schools when 

you order your flags.

Step 2: Educate and inform the school and the community at the start of the 

program

Choose a date to begin flying your flags, and then begin to educate and inform your school and the 

surrounding community. Some suggestions on when to start are Earth Day (April 22) or Air Quality 

Awareness Week (the first week in May, the beginning of the ozone season), but any date will do.

Register your program on EPA’s school flag website (www.airnow.gov/schoolflag under “School Flag 

Program Registration Form”). EPA will add your school to the online table of participating schools and 3
New Flag Program

How much pollution is in the air outside today? Soon, our entire school community will have a simple way to 

find out....just look up! Starting [insert date], we’ll be flying a brightly colored flag below our American flag that 

will show how clean or polluted the air is. This new flag program will help us continue to promote exercise 

while protecting health.

Each colored flag corresponds to an air quality level:

• Green – good air quality

• Yellow – moderate air quality

• Orange – unhealthy for sensitive groups, including all children and those with asthma or other 

respiratory issues

• Red – unhealthy for everyone

• Purple – very unhealthy for everyone

On green and yellow days, teachers and coaches will encourage students to get outside and get moving! 

When air quality is orange or red, it is still OK to play outside, but we will encourage kids to take breaks and 

cut back on activities that involve lots of running. In addition to helping us plan for exercise, the flags will help 

students and staff with asthma get to know whether their symptoms get worse when air quality is poor and 

whether they need to take extra steps to protect their health.

The flag program is used in many U.S. cities and we’re proud to be the first school in [city] to adopt it. Thanks 

to our PTA for buying the flags! In addition to the new flags, we will have in-class activities [include when] to 

learn more about air pollution, how it affects us, and what we can do to make the air cleaner.

We will post more information about this exciting new program and our [date] flag raising event on our school 

website.

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will send you an official participation certificate for display.

Train school personnel about the Air Quality Index and the Flag Program so they can help administer 

the program and teach the students. You can request help with this training from your State air quality 

agency. Give all teachers a copy of the “Air Quality and Outdoor Activity Guidance for Schools” (last 

page of this handbook). It includes not only actions for each air quality color but also questions and 

answers that help explain the program. Encourage teachers to take advantage of the many resources 

available on the School Flag Program website at www.airnow.gov/schoolflag. These include:

• a coloring page

• activity sheets 

• a poster

• a fact sheet

• a children’s picture book

• interactive games

• lesson plans about air quality

• an air quality simulator

• asthma resources for schools

Make announcements to the school community through newsletters, emails, flyers, and other 
Step 3: Find out the daily air quality forecast and fly the corresponding flag

Like the weather, air quality changes from day to day. Your local or state air quality agency makes a daily 

air quality forecast that predicts the AQI color for both ozone and particle pollution. The forecast 

appears in late afternoon and predicts the air quality for the next day.

See page 9 for a detailed explanation of the AQI.

In many cities you can get the daily air quality forecast sent to you by email if you subscribe to 

EnviroFlash. You can see if your local area participates (by entering your zip code in the specified 

field) and also sign up at www.airnow.gov/enviroflash. This service also provides alerts when there are 

unusual air quality events such as wildfires.

You can also find the air quality forecast online at www.airnow.gov. 

Air Quality Forecast for Anytown, USA

Today’s High Tomorrow’s High

Air Qualty Index (AQI) Air Qualty Index (AQI)

Unhealthy for

Sensitive Groups Unhealthy

Health Message: People with heart or lung 

disease, older adults, and children should 

reduce prolonged or heavy exertion.

Health Message: People with heart or lung 

disease, older adults, and children should 

avoid prolonged or heavy exertion. Everyone else should reduce prolonged or heavy 

exertion.

AQI - Pollutant Details

Ozone 130 Unhealthy for

 Sensitive Groups

Particles (PM2.5) 57 Moderate

Particles (PM2.5) 156 Unhealthy

Ozone 57 Moderate

In this example, “Today’s High” is forecast to be orange (unhealthy for sensitive groups) and 

“Tomorrow’s High” is forecast to be red (unhealthy). The “Pollutant Details” tell you the specific 

pollutant that is driving the forecast. For the current day, ozone is the pollutant that is causing the air 

quality color to be orange. For tomorrow, particles (PM2.5) are driving the red forecast. 

Each morning, assign someone at your school to raise the flag that shows the current day’s AQI color. 

It is a good idea for the assigned person to check the air quality forecast in the morning before the flag 

is raised. Some state and local air quality agencies will update the current day’s forecast to a different 

color if pollution is worse than originally expected. If you subscribe to EnviroFlash emails, you can 

choose to be notified via email of forecast updates. Such updates will also be posted on airnow.gov. 

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Fly only the flag showing the current day’s forecast. For example, if you receive tomorrow’s forecast in 

the late afternoon, do not change the flag to show tomorrow’s color.

Some ideas to involve students and teachers in the flag program:

• Encourage everyone with an email account to sign up for EnviroFlash if it’s available in your 

area.

• Establish student teams to be in charge of checking the forecast and raising the flag each 

morning.

• Have each classroom teacher assign a rotating student to post the day’s air quality color in 

the classroom. 

• Add a message about the day’s air quality color to the daily announcements. 

• Get the current AQI forecast added to your school’s website. You can do this by providing the 

following link to the person responsible for your school’s website: www.airupdate.info 

Step 4: Know what actions to take when the air quality is unhealthy

General Actions When Ozone or Particle Pollution Levels are Unhealthy

Ozone and particle pollution are the most widespread air pollutants. When either ozone or particle 

pollution is at an unhealthy level, the chances of being affected increase the longer a person is active 

outdoors and the more strenuous the activity. Since exercise is good for your health, it’s important to 

stay active and know when to make changes.

Children (including teenagers) and those with asthma are two groups EPA considers “sensitive” because 

they have more health effects at lower pollution levels. For a complete list of sensitive groups, see 

page 8 (for ozone) and page 9 (for particle pollution) in the Background Information section of this 

handbook.)

Actions: 

• As either ozone or particle pollution levels become unhealthy, the general advice is to reduce: 

(1) how hard you exercise, and (2) the length of time you exercise. For example, on code 

orange days, it is still o.k. for children to play outside, but they should reduce activities that 

involve running and take more frequent breaks.

• Sensitive groups, including children and people with asthma, should start taking it easier at 

code orange alert levels.

• When either ozone or particle pollution is in the air, adults and children with asthma are more 

likely to have symptoms such as coughing or shortness of breath. Be alert for symptoms and 

follow the child’s asthma action plan. If a child has a quick relief inhaler, be sure it is always handy. 

Note that even students who do not have asthma could experience symptoms when exposed to 

unhealthy levels of air pollution.

Specific Actions When Ozone Pollution is at an Unhealthy Level

Ozone is formed when pollutants emitted by industrial facilities and power plants, motor vehicle 

exhaust, and other sources react in the presence of heat and sunlight. Since heat and sunlight drive 

ozone formation, warm sunny days have more ozone than cool or cloudy days. Ozone levels are 

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generally much lower in the mornings. (See page 8 in Background Information section of this handbook 

for a more detailed discussion.)

Actions: 

• When unhealthy levels of ozone are expected, you can reduce exposure by playing and 

exercising outdoors before noon. 

• For specific recommendations on how to modify outdoor school activities such as recess, 

physical education (P.E.) class, or sporting events when ozone pollution is elevated, see the 

chart called Air Quality and Outdoor Activities: Recommendations for Schools (the last page 

of this handbook). 

Specific Actions to Reduce Exposure to Particle Pollution

In some locations (such as the western United States) where wood is burned for heat, particle 

pollution levels can be especially high during wintertime inversions. An inversion occurs when a layer 

of cooler air is trapped near the ground by a layer of warmer air above. When the air cannot rise, 

pollution at the surface is trapped and can accumulate, leading to higher pollutant concentrations. A 

variety of conditions can cause inversions to form. The most common is a nighttime inversion, when 

cloudless skies allow air at the surface to cool faster than the air above.

Actions:

• Choose areas away from busy streets for children to walk, exercise and play.

• Make sure children avoid standing or playing near vehicles that are idling.

• Implement policies and education programs to limit idling by school buses and personal 

vehicles (parent drop off/pickup) on school grounds.

• If it looks or smells smoky outside, it is better not to exercise or play outside.

Use Your Judgement

Based on the recommended actions listed here and the chart provided on the last page of this 

handbook, school staff should use their judgment to decide how to modify planned outdoor activities 

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when air quality is unhealthy. 

Background Information 

What is Ozone?

Ozone is a colorless gas found in the air we breathe. Naturally occuring ozone high above the earth’s 

surface protects our planet from solar radiation. When ozone is created near the ground it is unhealthy to breathe and can also damage trees and crops.

Ozone is created at ground level by chemical reactions between oxides of nitrogen (NOx) and volatile 

organic compounds (VOC) in the presence of sunlight. Emissions from industrial facilities and power 

plants, motor vehicle exhaust, gasoline vapors, and chemical solvents are some of the major sources of 

NOx and VOC. Because ground-level ozone needs sunlight to form, it is usually highest during the hot, 

sunny days of summer, spring, and fall.

Within the last decade, however, high ozone concentrations have also been observed under specific circumstances in cold months. Specifically, there are a few high elevation areas in the Western U.S. where 

high levels of local VOC and NOx emissions have formed ozone when snow is on the ground and temperatures are near or below freezing. Ozone contributes to what we typically experience as “smog” or 

haze, which still occurs most frequently in the summertime, but can occur throughout the year in some 

southern and mountain regions.

Health Effects of Ground-level Ozone

• Constriction of airways forcing the respiratory system to work harder to provide oxygen

• Coughing, pain when taking a deep breath, wheezing and inflammation of the airways including 

the deep portions of the lungs

• Increased fatigue 

• Reduced athletic performance 

• Aggravated lung disease 

For ozone, people with lung disease, children, older adults, and people who are active outdoors are 

considered sensitive and therefore at greater risk.

What is Particle Pollution?

Particles in the air are a mixture of solids and liquid droplets that vary in size and are often referred 

to as “particulate matter.” Some particles - those less than 10 micrometers in diameter - pose the 

greatest health concern because they can pass through the nose and throat and get deep into the lungs. 

Ten micrometers in diameter is just a fraction of the diameter of a single human hair. Particles larger 

than 10 micrometers do not usually reach your lungs, but they can irritate your eyes, nose and throat. 

Particle pollution, unlike ground-level ozone, can occur year-round.

Very small particles with diameters less than 2.5 micrometers are called “fine” particles. They are 

produced any time fuels such as coal, oil, diesel or wood are burned. Fine particles come from fuel used 

in everything from power plants to wood stoves and motor vehicles (e.g., cars, trucks, buses and marine 

engines). These particles are even produced by construction equipment, agricultural burning, trash and 

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brush burning, and forest fires. In fact, forest fires (wildfires) are responsible for some of the worst 

particle pollution events.

“Coarse” dust particles range in size from 2.5 to 10 micrometers in diameter. Particles of this size are 

produced during crushing or grinding and from vehicles traveling on paved or unpaved roads.

Health Effects of Particle Pollution

• Increased respiratory symptoms, such as irritation of the airways, coughing, or difficulty 

breathing 

• Decreased lung function 

• Aggravated asthma 

• Development of chronic bronchitis 

• Irregular heartbeat 

• Heart attacks 

• Premature death in people with heart or lung disease

For particle pollution, people with heart or lung disease, older adults, and children are considered sensitive and therefore at greater risk.

What is the Air Quality Index (AQI)?

The Air Quality Index (AQI) is an index for reporting daily air quality. It tells you how clean or polluted 

your air is, and what associated health effects might be a concern for you. The AQI focuses on health 

effects you may experience within a few hours or days after breathing polluted air. 

How Does the AQI Work?

The higher the AQI value, the greater the level of air pollution and the greater the health concern. For 

example, an AQI level of 50 represents good air quality with little potential to affect public health, while 

an AQI value over 201 represents very unhealthy air quality. 

An AQI value of 100 generally corresponds to the National Ambient Air Quality Standard (NAAQS) 

for the pollutant, which is the level EPA has set to protect public health. AQI values below 100 are 

generally thought of as satisfactory. When AQI levels are above 100, air quality is considered to be 

unhealthy – at first for certain sensitive groups of people, then for everyone as AQI values get higher.

Air Quality Index

(AQI) Values

Levels of Health Concern Colors

When the AQI

is in this range:

...air quality conditions are: ...as symbolized 

by this color:

0 to 50 Good Green

51-100 Moderate Yellow

101-150 Unhealthy for Sensitive Groups Orange

151-200 Unhealthy Red

201-300 Very Unhealthy Purple

301 to 500 Hazardous Maroon 9
The purpose of the AQI is to help you understand what local air quality means to your health. To make 

it easier to understand, the AQI is divided into categories. Each category corresponds to a different 

level of health concern. The levels of health concern and what they mean are: 

Air Quality Index

Levels of Health Concern

Meaning

Good Air quality is considered satisfactory, and air pollution poses little or no risk.

Moderate Air quality is acceptable; however, for some pollutants there may be a 

moderate health concern for a very small number of people who are unusually sensitive to air pollution.

Unhealthy for Sensitive Groups Members of sensitive groups may experience health effects. The general 

public is not likely to be affected.

Unhealthy Everyone may begin to experience health effects; members of sensitive 

groups may experience more serious health effects.

Very Unhealthy Health alert: everyone may experience more serious health effects.

Resources

For a list of additional resources, visit www.airnow.gov/schoolflag and choose “Teacher, Student and 

School Resources.” The links include lesson plans, student pages, interactive games, asthma resources 

for schools, and further information on pollutants and health effects.

Your state or local air quality agency may offer free materials such as brouchures to educate parents 

and posters to help display the daily forecast in classrooms, school offices and lobbies. Click on the 

United States map at http://www.airnow.gov/ to find information on your state or local agency.

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United States

Environmental Protection

Agency

Office of Air Quality Planning and Standards

Outreach and Information Division

Research Triangle Park, NC

Publication No. EPA-456/B-13-002

March 2013
Air Quality and Outdoor Activity Guidance for Schools

Regular physical activity — at least 60 minutes each day — promotes health and fitness. The table below shows when and how to 

modify outdoor physical activity based on the Air Quality Index. This guidance can help protect the health of all children, including 

teenagers, who are more sensitive than adults to air pollution. Check the air quality daily at www.airnow.gov.

Air Quality Index Outdoor Activity Guidance

Great day to be active outside!

 GOOD

Good day to be active outside!

Students who are unusually sensitive to air pollution could have symptoms.*

 MODERATE

It’s OK to be active outside, especially for short activities such as recess and physical 

education (PE). 

For longer activities such as athletic practice, take more breaks and do less intense activities.

Watch for symptoms and take action as needed.* 

Students with asthma should follow their asthma action plans and keep their quick-relief 

medicine handy.

 UNHEALTHY FOR

 SENSITIVE GROUPS

For all outdoor activities, take more breaks and do less intense activities. 

Consider moving longer or more intense activities indoors or rescheduling them to another 

day or time. 

 

Watch for symptoms and take action as needed.*

Students with asthma should follow their asthma action plans and keep their quick-relief 

medicine handy.

 UNHEALTHY

Move all activities indoors or reschedule them to another day.

 VERY UNHEALTHY

Go for 60!

CDC recommends that children get 60 or more minutes 

of physical activity each day. www.cdc.gov/healthyyouth/

physicalactivity/guidelines.htm 

* Watch for Symptoms

Air pollution can make asthma symptoms worse and trigger 

attacks. Symptoms of asthma include coughing, wheezing, 

difficulty breathing, and chest tightness. Even students who do 

not have asthma could experience these symptoms.

If symptoms occur: 

The student might need to take a break, do a less intense 

activity, stop all activity, go indoors, or use quick-relief medicine 

as prescribed. If symptoms don’t improve, get medical help. 

Plan Ahead for Ozone

There is less ozone in the morning. On days when ozone is 

expected to be at unhealthy levels, plan outdoor activities 

in the morning. 
How long can students stay outside when the air quality is unhealthy?

There is no exact amount of time. The worse the air quality, the more important it is to take breaks, do less intense 

activities, and watch for symptoms. Remember that students with asthma will be more sensitive to unhealthy air. 

Why should students take breaks and do less intense activities when air quality is unhealthy?

Students breathe harder when they are active for a longer period of time or when they do more intense activities. 

More pollution enters the lungs when a person is breathing harder. It helps to: 

a reduce the amount of time students are breathing hard (e.g., take breaks; rotate players frequently) 

a reduce the intensity of activities so students are not breathing so hard (e.g., walk instead of run) 

Are there times when air pollution is expected to be worse? 

Ozone pollution is often worse on hot sunny days, especially during the afternoon and early evening. Plan outdoor 

activities in the morning, when air quality is better and it is not as hot. 

Particle pollution can be high any time of day. Since vehicle exhaust contains particle pollution, limit activity near 

idling cars and buses and near busy roads, especially during rush hours. Also, limit outdoor activity when there is 

smoke in the air. 

How can I find out the daily air quality?

Go to www.airnow.gov. Many cities have an Air Quality Index (AQI) forecast that tells you what the local air quality will 

be later today or tomorrow, and a current AQI that tells you what the local air quality is now. The AirNow website also 

tells you whether the pollutant of concern is ozone or particle pollution. Sign up for emails, download the free AirNow 

app, or install the free AirNow widget on your website. You can also find out how to participate (and register your 

school) in the School Flag Program (www.airnow.gov/schoolflag).

If students stay inside because of unhealthy outdoor air quality, can they still be active?

It depends on which pollutant is causing the problem:

Ozone pollution: If windows are closed, the amount of ozone should be much lower indoors, so it is OK to keep 

students moving.

Particle pollution: If the building has a forced air heating or cooling system that filters out particles then the 

amount of particle pollution should be lower indoors, and it is OK to keep students moving. It is important that 

the particle filtration system is installed properly and well maintained. 

What physical activities can students do inside?

Encourage indoor activities that keep all students moving. Plan activities that include aerobic exercise as well as 

muscle and bone strengthening components (e.g., jumping, skipping, sit-ups, pushups). If a gymnasium or open space 

is accessible, promote activities that use equipment, such as cones, hula hoops, and sports balls. If restricted to the 

classroom, encourage students to come up with fun ways to get everyone moving (e.g., act out action words from a 

story). Teachers and recess supervisors can work with PE teachers to identify additional indoor activities.

What is an asthma action plan? 

An asthma action plan is a written plan developed with a student’s doctor for daily management of asthma. It includes 

medication plans, control of triggers, and how to recognize and manage worsening asthma symptoms. See www.

cdc.gov/asthma/actionplan.html for a link to sample asthma action plans. When asthma is well managed and well 

controlled, students should be able to participate fully in all activities. For a booklet on “Asthma and Physical Activity in 

the School,” see http://www.nhlbi.nih.gov/health/resources/lung/asthma-physical-activity.htm.

School Flag

PROGRAM

EPA-456/F-14-003

August 2014

Questions and Answers