Clean, Green and Healthy Tribal Schools Initiative
Mansel A Nelson & Graylynn J. Hudson
Tribal Environmental Education Outreach Program
Institute for Tribal Environmental Professionals
Northern Arizona University
928-523-1275
nau.edu/iaqtc
Clean,
Green and Healthy Tribal Schools Initiative
Mansel A. Nelson
Chemist
Chemical Engineer
Educator
Mansel has been working in
tribal schools for 20 years. His
focus is to apply science and
technology to local issues,
including air quality.
nau.edu/iaqtc
Graylynn Jaysue
Hudson
With
Summer Scholars Staff
Graylynn (back row on right)
rejoined ITEP‐EEOP as an
instructor in 2010 to assist with
the program’s education and
outreach efforts.
Indoor Air in Tribal Schools
 Introduction to Our Lungs
 IAQ in Tribal Schools
 EPA IAQ Tools for Schools
 Asthma
 Radon
 Mold
 ITEP Resources
Indoor Air Quality
Assessment at Tohono
O’Odham
nau.edu/iaqtc
Our Lungs
Our lungs
are directly
connected
to the
environment
.
People breath continuously (Breathing is NOT optional)
Oxygen & carbon-dioxide pass through very thin walls of alveoli
But, any gas (poisonous ones, too) can pass through alveoli walls
And, very small particles can also pass through alveoli walls
nau.edu/iaqtc
What are common symptoms
indicating IAQ issues in schools?
 Eye, nose, and throat irritation
 Coughing, sneezing, and wheezing
 Asthma attacks
 Headaches
 Fatigue
 Aggravated allergies and asthma
 Respiratory infections
nau.edu/iaqtc
Toronto Sun 12.07.11
What are common concerns in
tribal schools?
 Many older buildings don’t have active ventilation
 Schools with HVAC may reduce fresh air intake to




conserve energy (and money)
Mold (really a moisture issue)
Back-logged Maintenance
Shortage of custodial staff
Obsolete cleaning practices
nau.edu/iaqtc
What are pollutant sources
in tribal schools?
 People - everyone is a source of pollutants
 Personal care products
 Students & staff with communicable diseases
 Radon
 Classroom pets
 Excess moisture leading to mold
 Dry-erase markers and chalk
 Cleaning materials
 Odors from paint, caulk, and adhesives
 Insects and other pests
 Odors from trash
 Outdoor pollutants
nau.edu/iaqtc
Indoor Air Quality in
Tribal Schools
Promote a healthy learning environment
at your school to reduce absenteeism,
improve test scores and enhance student
and staff productivity.
nau.edu/iaqtc
What is the EPA IAQ TfS Program?
Guides & Check lists for:
• IAQ Coordinator
• Teachers
• Administrators
• Maintenance staff
• Health staff
Video Collection:
• Action plan
• Ventilation basics
• Walk through guide
IAQ Tools for Schools Action Kit
www.epa.gov/iaq/schools/actionkit.htm
l
nau.edu/iaqtc
Guides and Checklists
nau.edu/iaqtc
Framework for IAQ TfS
Key Drivers
1. Organize:
Get buy in from school
leadership
Create a Team & Coordinator
2. Assess:
Do initial school walk-through
Listen to occupants
3. Plan:
Prioritize actions
Develop goals
nau.edu/iaqtc
4. Act:
Education of occupants
5. Evaluate:
Measure impacts
Return on Investment (ROI)
6. Communicate:
Transparent
Share results
Framework for IAQ TfS
Technical Solutions
Quality HVAC
Control Moisture/Mold
Integrated Pest Management
Effective Cleaning/Maintenance
Materials Selection
Aggressive Source Control
nau.edu/iaqtc
http://www.epa.gov/iaq/schools/actionkit.html
What else could we consider?
Measurements
Smoke Stick to measure air movement
Carbon Dioxide monitor to measure ventilation
Carbon monoxide monitor
Moisture meters
nau.edu/iaqtc
Student Involvement




Curricular activities
Assessment
Feedback
Communication
Curricular Resources
Hydroville – www.hydroville.org/air
IAQ Lesson Plans –
www.neahin.org/educator-resources/
understanding-the-indoor.html
Green Ribbon Schools - http://www.greenribbonschools.org/
nau.edu/iaqtc
More Information
 EPA Healthy School Environments www.epa.gov/schools
 EPA Tools for Schools – www.epa.gov/iaq/schools/
 American Lung Association – www.lungusa.org/
 Healthy Schools Network – www.healthyschools.org/
 OSHA - www.osha.gov/SLTC/indoorairquality/
 CDC - www.cdc.gov/niosh/topics/indoorenv/
Assessment
nau.edu/iaqtc
http://www.epa.gov/schools/healthyseat/index.html
Asthma in Tribal Communities
Protecting the health of the next generation.


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
12% of people living in tribal communities
Compared to the current national average of 7%.1
13.0% of American Indian/Alaska Native children
Compared to 8.9% of children in the U.S. 2

1 CDC. Surveillance for asthma---United States, 1980--1999. In:
CDC Surveillance Summaries (March 29). MMWR 2002;51(No. SS1).

2 Asthma Prevalence Among US Children in Underrepresented
Minority Populations: American Indian/Alaska Native, Chinese,
Filipino, and Asian Indian. Brim, Rudd, Funk, and Callahan.
PEDIATRICS: 122(1). July 2008, pp. e217-e222.
nau.edu/iaqtc
Asthma
 Many potential triggers are air pollutants
 Inflammation of airways
 Blocking, narrowing airways, mucous
nau.edu/iaqtc
What causes asthma?
 Research into the causes of asthma is still ongoing.
 Strong links to family medical history.
 Strong links to exposure to tobacco smoke.
 Many other connections under investigation.
nau.edu/iaqtc
www.squidoo.com
What is Asthma?
Asthma is a condition that:
• is chronic
• produces recurring episodes
•
•
•
•
of breathing problems
is potentially life-threatening
can start at any age
is not contagious
cannot be cured, but can be
controlled
nau.edu/iaqtc
What makes Asthma Worse?
• Not all factors affect all people.
• It is important to identify what affects a particular person’s
asthma.
Exercise: Exercise Induced Asthma
Infections in the upper airways, such
as colds
Changes in weather and temperature
Physical expressions of strong
feelings such as crying, laughing
hard, yelling
nau.edu/iaqtc
What makes Asthma Worse?
Allergens such as:
• Dust mites
• Cockroaches
• Furred and feathered
animals
• Pollens (grass and trees)
• Molds (indoor and outdoors)
• Nitrogen dioxide
nau.edu/iaqtc
www.cliver.com
What makes Asthma Worse?
Irritants such as:
• Environmental tobacco smoke
• Air pollution including wood smoke
• Scented products
• Strong fumes or odors
nau.edu/iaqtc
What can I do to help?
 Limit the amount of perfumed products you wear.
 Be conscious of exposure to certain cleaning products
and use less toxic alternatives when possible.
 Choose not to smoke around others, especially children.
 Improve air quality in schools and community
 Learn more about asthma prevention
 Teach others about asthma prevention
nau.edu/iaqtc
More Information
 Public Service Announcements www.noattacks.org/
 Communities in Action for Asthma Friendly Environments
Online Network www.asthmacommunitynetwork.org/
 EPA’s Publications and Resources List for Asthma
www.epa.gov/asthma/publications.html
 Native AIR program http://www.nativeasthma.org
 IAQ Tools for
Schoolhttp://www.epa.gov/iaq/schools/managingasthma.ht
ml
 EPA’s Tribal Indoor Air Quality Web site
www.epa.gov/iaqtribal
nau.edu/iaqtc
Radon
 Radioactive gas
 Radon in air is ubiquitous
 Found in outdoor air and indoor air of
buildings of all kinds
 No known safe level of radon
www.radonleaders.org
www.nau.edu/eeop
Radon “Daughters”
Radon, Polonium, Lead,
Bismuth, and Polonium
have short half-lives
Results in several
exposures in a
short time
www.nau.edu/eeop
Radon in Lungs
 Radon or decay
products inhaled
 Particles irradiate
lungs
Radon
 Irradiation can cause
www.nau.edu/eeop
lung cancer
What health issues are
associated with Radon?
 Radon is number one cause of lung
cancer among non-smokers
 Second leading cause of lung cancer
 Responsible for about 21,000 lung
cancer deaths every year
 About 2,900 lung cancer deaths are
among people who have never
smoked
www.epa.gov
www.nau.edu/eeop
Radon – EPA Action Levels
 Red alert - radon level above 4 pCi/L (pico Curies per Liter)
 Yellow alert - radon levels between 2 pCi/L and 4 pCi/L
 Average radon indoor air about 1.3 pCi/L
www.nau.edu/eeop
Where is Radon found?
 Comes from soil
 Lower parts of building
at greatest risk
 “Stack effect” pulls
Radon into home
 Found in all 50 states
 Found in about 1 out of
15 homes
www.nau.edu/eeop
Radon Testing
Radon test kits for tribal communities can be ordered online at
http://www.nau.edu/iaqtc
www.nau.edu/eeop
Radon Test Kits
 Tribal Offices can order test kits at nau.edu/iaqtc
 Individuals can purchase test kits
 online at www.epa.gov/radon/radontest.html
 at local hardware
nau.edu/iaqtc
www.reduce-radon.com
Radon Mitigation
www.nau.edu/eeo
p
Radon Mitigation
nau.edu/iaqtc
More Information
 EPA - http://www.epa.gov/radon/
 National Environmental Health Association - www.neha-
nrpp.org/
 National Radon Safety Board - www.nrsb.org
 Indoor Air Quality in Tribal Communities -
nau.edu/iaqtc/iaqtc_radon.asp
 Radon podcast -
http://www.nativeamericacalling.com/nac_past.shtml#jan
www.nau.edu/eeop
More Information
 Radon podcast -
http://www.nativeamericacalling.com/nac_past.shtml#jan
 Radio show produced by Native America Calling
 Participants
 Spokane Tribe – Twa-le Abrahamson
 Navajo Nation – Vivian Craig
 ITEP – Mansel Nelson
 Callers
nau.edu/iaqtc
Mold
nau.edu/iaqtc
Mold
 Molds live in the soil,
on plants, on dead or
decaying organic
matter
 Outdoors - breaks
down leaves, wood,
plant debris
 Indoors - air pollution
and destroys buildings
nau.edu/iaqtc
Mold Basics - Health
 People have lots of
different reactions to
mold
 Symptoms can include
allergic reactions,
asthma, and other
respiratory complaints
 Molds can be found
almost anywhere
nau.edu/iaqtc
Mold Basics – Controlling
 Control indoor mold growth by controlling moisture
 Fix the water problem or leak to prevent mold growth
 Control Indoor Humidity (30% to 60%)
 Vent showers and other moisture sources to the
outside
 Use air conditioners and de-humidifiers as needed
 Provide adequate ventilation
 Use exhaust fans in food service areas
nau.edu/iaqtc
Mold Basics – Controlling
 Reduce the potential for
condensation on cold
surfaces by adding
insulation
 Do not install carpeting
by drinking fountains, by
classroom sinks, or on
concrete floors
nau.edu/iaqtc
Mold Basics - Cleaning
 Mold growth begins within 24-48 hours of getting wet
 Clean up the mold and eliminate
sources of moisture
 Clean mold off hard surfaces with
water and detergent, and dry
completely
 Absorbent materials such as
ceiling tiles may need to be
replaced
• Protect staff and building occupants during cleanup
nau.edu/iaqtc
cleaningnetwork.com
More Information
 EPA - www.epa.gov/mold/
 Center for Indoor Environments and Health
oehc.uchc.edu/CIEH.asp
 New York City Guidelines
http://www.nyc.gov/html/doh/html/epi/moldrpt1
.shtml
nau.edu/iaqtc
Resources from ITEP
 Air Quality Outreach Program (nau.edu/eeop)
 Indoor Air Quality in Tribal Communities (IAQTC)
 Technical Assistance
 Web resources (nau.edu/iaqtc)
 Radon Testing (nau.edu/iaqtc)
 American Indian Air Quality
Training Program (nau.edu/itep)
nau.edu/iaqtc
Clean, Green and Healthy Tribal Schools Initiative
Mansel A Nelson & Graylynn J. Hudson
Tribal Environmental Education Outreach Program
Institute for Tribal Environmental Professionals
Northern Arizona University
928-523-1275
nau.edu/iaqtc
Clean,
Green and Healthy Tribal Schools Initiative