U. S. Environmental Protection Agency's second version of a free software tool that helps school districts evaluate and manage their school facilities for key environmental, safety, and health issues. HealthySEAT is designed to be customized and used by district-level staff to conduct voluntary self-assessments of their school facilities and to track and manage information on environmental conditions school by school. EPA has also included critical elements of all of its regulatory and voluntary programs for schools, as well as web links to more detailed information. Enhancements for Version 2 include user-defined custom checklists, custom notification letters, additional and updated reports and forms, new navigation improvements, e-mail functionality, changes in terminology, and additional documentation.

Voluntary school siting guidelines can help local school districts and community members evaluate environmental factors to make the best possible school siting decisions. Includes overview, environmental siting criteria considerations, environmental review process, evaluating impacts of nearby sources of air pollution, quick guide for environmnetal issues, and frequent questions.

Slides from a webinar that provided a basic overview of radon as an environmental health threat. Includes a practical look at how Colorado Springs School District 11 applied the IAQ Tools For Schools' Six Key Drivers to radon testing and mitigation. 61 slides

Examines the implications of chemical exposure and indoor air quality (IAQ) on children's health, as well as the ways by which physical differences, socioeconomic status, and activity patterns increase overall risk. 23p

The U.S. Environmental Agency recommends removal of all pre-1979 flourescent light ballasts in schools to prevent accidental exposure of occupants to highly toxic polychlorinate biphenyls (PCB's). This web-based guide provides information to school administrators and maintenance personnel on the risks posed by polychlorinated biphenyls (PCBs) in light ballasts, how to properly handle and dispose of these items, and how to properly retrofit the lighting fixtures in schools to remove potential PCB hazards.

Provides extensive information on polychlorinated biphenyls (PCBs) found in building caulking before 1977. The effects of PCBs, testing, removal, and mandatory state programs for PCB testing are described. Includes sampling reports, media and news, photos of caulk, workplace regulations.

Explains why testing for radon should be a part of any school’s IAQ management program and how schools have successfully applied radon mitigation strategies to control indoor radon levels. 3p.

Briefly answers questions concerning the use of polychlorinated biphenyls (PCBs) in building caulk, addressing the history of their uses, testing for them, means of exposure, and abatement in advance of a renovation. 4p.

Advises on how to test for the presence of PCBs in the building. The document recommends that the air is tested first to determine if PCBs may be causing a potential public health problem. This initial step may help prioritize the steps and/or approaches for the renovation or repair work. If a PCB problem is identified, it will need to be characterized to determine the extent of PCB contamination. It is important to note that even if PCBs are not present in the air, they still may be present in the caulk and/or other building materials.

Assists in identifying and removing elemental mercury and products containing mercury from schools and from homes. Informational materials include: Getting Mercury Out of Schools: Guidance for Private and Parochial Schools in Massachusetts; Mercury Use in School Classrooms: Summary and Assessment of Non-Mercury Alternatives; Getting Mercury Out of Schools; Identification of Mercury Devices in Schools; and Case Study on Mercury Elimination from Bay Path Vocational Technical High School, Charlton, Massachusetts.

Highlights precautionary measures and best work practices to follow when conducting a repair or renovation in older buildings where PCB-containing caulk could be encountered or where it is assumed that PCBs are present, but do not have an abatement planned. Compliance with protective regulations and techniques to prevent the spread of dust are emphasized. 7p.

Details four steps in a PCB abatement: 1) Prepare an abatement strategy. 2) Conduct removal and abatement activities. 3) Handle, store, and dispose of wastes. 4) Prepare and maintain documentation. 18p.

Describes 12 tools and methods for removing building caulk, including safety precautions. 5p.

Asserts that just as concerns about lead and asbestos were raised decades ago, regulators must now act to curtail the dangers associated with PCBs in school building materials and develop a broad plan to remediate contaminated school buildings. In recent litigation involving PCBs, the Yorktown Central School District in New York State sued the U.S. makers and distributors of PCBs in federal court, urging that the sole corporate manufacturer of these chemicals should bear the burden of required remediation in the School District. At the time of the suit, the Yorktown Central School District had recently completed remediation of PCB laden caulk in all of its school buildings following the discovery of high levels of PCBs in school building materials. On the heels of these PCB clean-up efforts by the Yorktown Central School District and the School District?s federal lawsuit , in April 2008 in New York City, additional serious concerns about PCBs in schools also surfaced. The article outlines a framework for federal legislation to comprehensively address the existence of PCBs in our nation?s schools. And finally, the article asserts that there exist legal, economic and policy reasons to hold the sole corporate manufacturer of PCBs in the United States liable for remediation and other costs associated with PCBs in our schools, rather than leaving the public to pay for the associated remediation. [author's abstract] 43p.

Reports on a study of the toxicity of the tire crumbs typically found in artificial turf. The study found that the concentrations of particulate matter, metals, and volatile organic compounds that make up tire crumb were below levels considered harmful. However, given the limited nature of the study (limited number of constituents monitored, sample sites, and samples taken at each site) and the wide diversity of tire crumb material, it is not possible, without additional data, to extend the results beyond the four study sites to reach more comprehensive conclusions. 123p.

Identifies for school system officials key information on disposal options for PCBs in caulk and contaminated soil and building materials. It also identifies whom to contact at EPA for advice on addressing PCBs in caulk. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 4p.

Provides contractors, parents, teachers, and school administrators a general overview of the practices a contractor should consider when conducting the renovation of a building that has polychlorinated biphenyl (PCB)-containing caulk. Advice for removal in interiors and exteriors, tools and protective gear, and disposal is included. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 4p.

Identifies for school system officials the key steps necessary to conduct a preliminary assessment of PCBs in the air in buildings, interim actions that may be taken to prevent or reduce potential exposures to building occupants until the caulk is removed, and whom to contact at EPA for advice on addressing PCBs in caulk. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 4p.

Identifies for school system officials key information on removal and cleanup of PCBs in caulk and PCB contaminated soil and building materials. In addition, it identifies whom to contact at EPA for advice on addressing PCBs in caulk. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 3p.

Supplies key information on testing for PCBs in caulk or in soil or air. Testing will determine if PCBs are present in caulk and if PCBs are present, whether the potential exposure will be dermal, from inhalation and/or from ingestion. In addition, this fact sheet identifies who to contact at EPA for advice on addressing PCBs in caulk. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 3p.

Summarizes the threat of PCB's in building caulk, used before 1978. Advice on testing, avoiding exposure, and protection during removal is included. 4p.

Describes U.S. Environmental Protection Agency research on the effects of PCB's in caulking used in school buildings, as well as mitigation strategies for caulk that cannot immediately be replaced. 2p.

Reviews why children are at increased risk from industrial chemicals, how children are exposed, which chemicals are of concern, how these chemicals may impact children’s health, which products have potentially harmful chemicals, and what efforts are underway to reduce or eliminate exposure. Includes 87 references. 29p.

Advises on what polychlorinated biphenyls (PCBs) are, when it was used in building caulk, how to avoid it and what to do about it if present. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 1p.

Provides a checklist for ascertaining the potential for polychlorinated biphenyls (PCBs) in school building caulk and the risk of children's exposure . PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 1p.

Advises teachers on how to address students concerning the risk of polychlorinated biphenyls (PCBs) in building caulk. PCBs were used in caulk between 1950 and 1978, so only buildings built or renovated during those years are at risk. 1p.

Explains the U.S. Environmental Protection Agency's prudent public health levels for PCB exposures that are below the amount that is considered to cause harm. An explanation of how school PCB levels were determined from indoor and outdoor sources is included. 2p.

Provides step-by-step guidance to help schools and community partners develop a responsible chemical management program. Consequences of mishandled school chemicals are discussed, and case studies of two schools that have launched a chemical management program are included.

Reviews the status of state laws to protect children from environmental hazards at schools. After an introduction citing the prevalence of unhealthy schools nationwide, each state is presented with information describing the demographics of their current school population and efforts to improve their school environmental health. Appendices address school water quality, other resources, school equity funding laws nationwide, and a position statement from the publisher. 72p.

This website enables users to investigate facilities listed in the EPA Toxic Release Inventory (TRI), number of schools within 1 mile within 5 miles of the facility, plus link to a database about the toxic history of the facility. Users can also research a chemical to learn more about associated risks, and can find icons naming individual schools.

Recommends that facility planners and managers specify low-emitting nontoxic products, called source control, for healthier schools. Reviews VOCs, children and poor indoor air quality, chemicals in green building, and other steps to good IAQ.

College and university science programs generate hazardous waste that must be dealt with and disposed of in accordance with state and federal regulations. During a recent renovation and addition project for the State University of New York at Plattsburgh (SUNY Plattsburg), the author was contracted to analyze existing regulations, research best practices at similar institutions, evaluate SUNY Plattsburg's facilities and procedures, and make recommendations for facilities modifications during the construction process. This article describes the findings of these efforts, describes sources of regulatory and other useful information, and lists the recommendations made to SUNY Plattsburgh.

Discusses the handling, storage, packaging, transport, and recycling of used fluorescent light bulbs, in order to keep their mercury out of the environment. Four references are included.

Outlines a strategy for building renovation and demolition when the potential for caulk containing PCBs is present. PCBs were used in caulking compounds from the 1950's through the 1970's. Typical and less common locations for caulk in buildings are described, as are government regulations for the handling of PCBs in general.

Advises on the handling of hazardous materials in institutions, with a stepped approach to evaluate current management, identify hazards, communicate procedures, provide personal protection, and reduce hazardous waste.

Discusses categories of hazardous waste, common hazardous waste generated by schools, individual generator statuses of hazardous waste, and storing, shipping, and reducing hazardous waste.

Examines a rapidly emerging base of evidence shows that PCBs can be widely found in caulking and paint in masonry buildings constructed or renovated from about 1950 to the late 1970s. These materials can cause extensive PCB contamination of the building interiors and surrounding soil, and people who teach, live, or attend school in these buildings can have elevated serum PCB levels. The potential risk associated with this source of PCB exposure is not known; however, it is worth noting that the specific PCB congeners found at high levels in the building environments, and in biological samples from the occupants, include some that are suspected of being potent neurotoxins. The U. S. Environmental Protection Agency (EPA) is moving to address this issue in schools; however, the costs of remediating contaminated buildings will pose a formidable obstacle to most school districts.[author's abstract]

Addresses the insufficient consideration of the school maintenance workers and contractors who maintain and replace PCB caulk, even though they may constitute the school population with the highest exposures and risks. The commentary briefly assesses recent PCB-related developments at the U. S. Occupational Safety and Health Administration (OSHA), U. S. Environmental Protection Agency (EPA), and the New York State Education Department from an occupational health perspective. [author's abstract]

Discusses the advent of risk managers on higher education campuses, who monitor a variety of issues including facility design and construction, hazardous materials, special events, and compliance.

Discusses an educational institution's potential liability for property contamination. New and renovated facilities are addressed, with typical sources of contamination and specific instances cited. Risk management, liability coverage, and recovery of damages from contractors are also discussed.

Advises on how to manage hazardous materials using inspection, inventory, and regular cleanout. Also addressed are special considerations for flammables, proper storage, and recordkeeping strategies.

Reflects on the danger of an "It's always been done this way" attitude towards chemical storage in school science laboratories. References are provided to national standards for the storage of chemicals, and a list of 17 safe storage guidelines from the Centers from the Centers for Disease Control and Prevention are offered. Links to five references are provided. Registration is required for free download.

Outlines the facility manager's role in reducing hazardous waste by replacing toxic products with less harmful ones, recycling, reducing production of hazardous waste, and developing a written program to monitor and improve hazardous waste handling.