EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
INFORMATION SHEET ON THE CHEMICALS INVESTIGATION PROJECT
What are the objectives of the project?



To help young people find out more on what chemicals exist in their
everyday surroundings (homes and schools), where information might be
found on the health effects from producers and others and the availability of
alternative products.
To provide a forum for young people from various networks and schools
around Europe to share their views on ways to increase their participation in
policy-making and on a specific environmental and health concern, namely,
chemicals in daily life.
To facilitate discussion between young people and European decision-makers
(MEPs, WHO representatives, government officials) and provide concrete
recommendations on forthcoming policy developments.
What are the concrete steps of the project?
1. Select a group of students: you can work with a class or another group of young
people. The ideal age would be between 14 and 17 years.
2. Introduce the project to the students: once the group/class is identified, the teacher
plans an introductory lesson to explain the project, the objectives of the investigation, the
main dangers of chemicals, etc. This introduction could include a “chemical investigation”
on products of daily use. Plan a lesson to discuss and to share views and information.
3. Fill in the enclosed questionnaire with the selected group
(If you have time and the students are motivated, you can use the enclosed list of online
and paper resources to make further research into the issue of chemicals and their
health effects.)
4. Collect the answers and prepare a presentation: after the investigation into
chemicals and the completion of the questionnaire, the students should be able to draw
some conclusions and be ready to tell what they learnt at the Brussels workshop. The
presentation could simply start from a summary of the main results of the questionnaire
(see annex on “tips on how to make a presentation” for more details) and include some
concrete ideas on why and how we can reduce or eliminate chemicals from daily
products, increase use of products with fewer or no chemicals, etc. It may also highlight
some of the activities undertaken by the students.
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
5. Participate in EEN workshop in Brussels on 10 November 2005: all students are
invited to participate in our workshop in Brussels, but reimbursement for travel and
accommodation expenses are limited (see below). During the workshop, a
representative of the students will be invited to give a 7-10 minute presentation. The
young people will also ask questions to a panel of policy-makers and scientists from the
World Health Organization, the European institutions, national governments or agencies,
and industry. We would strongly encourage that some questions are prepared in
advance. (Please find enclosed a provisional programme of the workshop). You will find
more information, suggestions and supporting material in the toolkit on how to plan these
phases.
Some practical questions and answers
How many young people can take part?
The chemicals investigation and questionnaire filling can be done by as many students
as you wish. All participating students are also invited to take part in EEN Workshop on
“Children’s environment and health” in Brussels. However, only the travel and
accommodation costs of the teacher/coordinator and two/three young people will
be covered by EEN.
Who will organize the participation and travel of students?
EEN will facilitate the organization of participation and travel of students.
Please let the EEN Secretariat know who will attend the Brussels workshop as
soon as possible and by 13 October at the latest. You will need to provide us with
a quote for your travel costs, and let us know whether you want EEN to buy the
train/flight ticket for you or if you will do that yourself. We will organize
accommodation in Brussels youth hostels.
What will the findings of our work be used for?




To develop recommendations at the EEN Workshop on Children’s Environment
and Health on 10 November 2005
To contribute to EU chemicals regulation policy (known as REACH), which will be
voted in European Parliament on 16 November
To present conclusions at a meeting of the European Environment and Health
Committee on chemicals taking place on 2-3 December in Helsinki
EPHA Environment Network will write and disseminate a final report highlighting
the main findings and recommendations from young people
How long will this project take?
The project on chemicals investigation will probably extend over a period of two-three
weeks. It will comprise of preparation by the teacher, three two-hour lessons with
students and then individual/group investigation by students taking two or three
afternoons.
Will there be any follow-up of the project?
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
Yes, we will send you a report from the workshop. We would like to hear from you on
results of your activities and the responses to your letters to MEPs or industry. We hope
to use these findings in future activities. If you are interested, we will keep you and your
students informed about the outcome of the vote in the European Parliament, and on
new upcoming resources on chemicals and health.
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
TOOLKIT FOR TEACHER and COMPLETED QUESTIONNAIRE
A great tool for teachers and students has been produced by the Danish Environmental
Agency – see http://www.chemicaldays.com/big/default.asp . We would suggest you to
spend some time on this website where you can find useful information on chemicals
and tips on how to explain the issue to students.
For each question in the questionnaire, we have tried to provide you with direct links to
the above mentioned website or with suggestions on how to approach the issue with
students.
1. Which products that you use every day do you think contain chemicals?
Take a look at the virtual room to get some ideas of daily products containing chemicals
that you can use to give examples to your students
http://www.chemicaldays.com/big/room.asp?lang=england
In particular, on the website you can find information on the following products:
 T-shirt
 Pants
 Shampoo
 Hair mousse
 Jewellery
 Mobile phones
 Lipstick
 Magazines
 Candles
 Deodorants
 Waterproofing agents
2. How many products have labels indicating which chemicals they contain? Give
examples of products that DO and DO NOT have informative labels.
See http://www.chemicaldays.com/big/book_frame.asp?artikelID=9&boghyldeID=8
for an overview on danger symbols that can (or should) be found on a label
3. Does the label provide you with information on the name and contact details of
the company that produced the product and from where you can ask for more
information?
4. Now that you have identified some products that contain chemicals, and
checked their labels, make a list of them and the chemicals they contain. Fill in the
following table with 5-10 products and related chemicals:
Product
Chemicals
Look up the definition of the chemicals you have found in this online dictionary
(http://www.chemicaldays.com/big/book_frame.asp?artikelID=37&boghyldeID=8 )
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
For a list of common products containing chemicals please see:
http://greenpack.rec.org/waste/what_the_public_can_do/07-06-00.shtml
For a quiz to test your students’ knowledge on chemicals, please see:
http://greenpack.rec.org/chemicals/tests/index.shtml
For information on the health effects of the most common chemicals, please see:
http://www.checnet.org/healthehouse/chemicals/chemicals.asp
5. You have probably found out that chemicals are contained in many products.
Why do you think they are used?
For ideas on why chemicals are used, if/when they are necessary or unnecessary and
why they are dangerous, please see:
http://www.chemicaldays.com/big/book_frame.asp?artikelID=37&boghyldeID=8
6. Do you think all these chemicals have been tested for any adverse effects they
may have on your health?
[ ] Yes
[ ] No
90% of the chemicals on the market has never been actually tested for health effects!
7. What do you think the health effects might be? Do you think exposure to
chemicals may be associated with
 asthma
 allergies
 cancer
 other
Look at the “Sick of chemicals” booklet and data base
(www.protectingourhealth.org/corethemes/links/2004-0203spreadsheet.htm )
Women’s Environmental Network has a report on cosmetics
Pretty Nasty: Phthalates in European Cosmetic Products and a fact sheet on household
cleaning products Household Cleaning Dec '04, both at
http://www.wen.org.uk/health/resources.htm
The Healthy Flooring Network’s “Guide to healthy flooring” recognises that the exact
effects of exposure to chemicals in flooring is unknown but presents the evidence and
some alternatives http://www.healthyflooring.org/alternatives.html
8. What are your main concerns about chemicals and health now?
-
Not enough information
Government or EU not adequately prioritising the issue
Industry not sufficiently responsible
Other (please state) ……
None
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
ACTION
9. What do you consider to be the best way to find out more information on the
health effects of chemicals? Please choose one of these options to investigate
further:
o Write a letter to the company that produced the product
o Write a letter to your Government or EU official or Member of the European
Parliament (EEN webpage on “Put health back into REACH” contains a letter
sent to MEPs http://www.env-health.org/a/1641)
o Chemical Reaction website (step 3) contains a model letter, visit the website and
work through from step 1-Step 3 at http://www.chemicalreaction.org/
o Look at “Sick of chemicals” booklet and database
o Ask your Health Protection Agency
10. What do you want to ask your government, the European Union and/or
industry to do?





Provide more public information on chemical risks
Ensure a strong EU Chemicals Legislation (REACH)
Improve labelling
Encourage the use of substitutes where they exist
Encourage research into substitutes where none exist
11. What can you yourself do?
Some suggestions:
 Look at labels more carefully
 Know what evidence exists on certain products by looking “Sick of chemicals”
booklet and database
 Find more natural products
 Ask your government to require companies to do more tests
 Write a letter to an MEP or government official (see model letters enclosed)
 Write an article for your school magazine or local newspaper
 Write a letter to the parents association
 Create a collage poster about the issue for display at your school
 Design an ideal information label
 Make a short video about the findings of this project.
 Other (please specify) …………..
12. What would you like your school to do?





Check for hazardous building products (e.g., asbestos, moulds …)
Use more “natural” products (e.g., eco-cleaning products…)
Provide more information on the risks of chemicals
Involve parents more in this issue
Other (please specify) ……...
LIST of RESOURCES
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
 ON CHEMICALS and HEALTH EFFECTS
Danish Environmental Agency – Chemical Days
http://www.chemicaldays.com/big/
UK Health Protection Agency
http://www.hpa.org.uk/chemicals/default.htm
Regional Environmental Centre (REC):
http://greenpack.rec.org/chemicals/index.shtml
Chemicals in the home:
http://greenpack.rec.org/chemicals/chemicals_in_the_home/index.shtml
Children’s Health and Environment Coalition:
http://www.checnet.org/healthehouse/education/
http://www.checnet.org/healthehouse/chemicals/chemicals.asp
Greenpeace Chemical home:
http://www.greenpeace.org.uk/Products/Toxics/
Database “Chemical Contaminants and Human Disease: A Summary of Evidence”
http://www.protectingourhealth.org/corethemes/links/2004-0203spreadsheet.htm
Chemical Reaction
http://www.chemicalreaction.org/
Chemicals beyond Control
http://www.foe.co.uk/resource/reports/chemicals_beyond_control.pdf
WWF Chemicals and health in the home
http://www.wwf.org.uk/chemicals/
http://www.wwf.org.uk/filelibrary/pdf/reducingyourrisk2.pdf
WWF Publication “Chemicals and health in humans”
http://www.wwf.org.uk/filelibrary/pdf/chinhumans.pdf
WWF’s top ten tips on reducing exposure to hazardous chemicals
http://www.wwf.org.uk/chemicals/toptips.asp
Chemical Cocktail (BEUC)
http://www.chemical-cocktail.org/index.asp
Greenpeace
http://www.eu.greenpeace.org/issues/chem.html
- Perfumes Eau de toxines: A Greenpeace investigation of chemicals in perfumes
(Greenpeace International, February 2005)
- Human blood Chemical Footprints in Blood: The evidence of hazardous chemicals in
human blood (Greenpeace Netherlands, November 2004)
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
- Children's clothing Toxic childrenswear by Disney: A worldwide investigation of
hazardous chemicals in Disney clothes (Greenpeace International, April 2004)
- A Present for Life: hazardous chemicals in cord blood” at:
http://www.greenpeace.org/toxics/bloodcordreport
http://www.greenpeace.org/raw/content/international/press/reports/substitute-with-stylea-toxi.pdf
CEFIC – the European Chemical Industry Council
http://www.cefic.be/
 ON EU CHEMICALS LEGISLATION (REACH)
The European Union is currently overhauling its policy on chemicals to provide much
greater protection for future generations. Draft legislation proposes a completely new
system for Registering, Evaluating and Authorising Chemicals, known as REACH. But
the proposal needs to be strengthened because it omits certain key measures - and the
chemicals industry is lobbying hard against tighter controls.
Information from the European Union website
REACH – a new system in the EU
In future, no chemicals will be used unless it can be proven that they are not dangerous.
This is certainly the basic idea behind a new system in the proposal for a new chemical
policy within the EU. This system is called REACH. Below, you can see what REACH
means:
R = registration
All companies must say what chemical substances they produce or use, what they want
to use them for, and how they're going to label them.
E = evaluation
Companies must evaluate and assess information about problematic chemical
substances and about chemical substances that they produce more than 10 tonnes of
every year.
A = authorisation of specific very problematic substances (carcinogenic, mutaganic,
reproduktive substances)
Companies may not use particularly problematic substances before the authorities have
said that it's OK, and the companies must prove that using the substances is safe.
CH = Chemicals
Note how REACH places more responsibility on industry than it has today. In future,
companies must prove that it is safe to use their chemical substances. Today, the
authorities must prove that a chemical substance is not safe to use.
The new chemical policy means that all existing chemical substances must be assessed
before 2017. After this time, all chemical substances will have to go by the same rules.
The new chemical policy will also deal with chemical substances in products such as
textiles, toys, and jewellery.
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
The new proposal for regulation of chemicals in the EU was presented on 29 October
2003. Depending on negotiations at EU level, the proposal is expected to come into
force in 2006.
More on the EU Chemicals legislation can be found on:
European Commission – DG Environment
http://europa.eu.int/comm/environment/index_en.htm
International Chemical Secretariat website:
REACH explained – in English
http://www.chemsec.org/reach/reach_eng/start_index1024.htm
In French http://www.chemsec.org/reach/reach_fr/start_index1024.htm
Questions and Answers about REACH: http://www.chemsec.org/questions.htm
WWF website:
http://www.panda.org/campaign/detox/the_solution/benefits_of_reach.cfm
http://www.panda.org/campaign/detox/the_solution/what_is_reach.cfm
Greenpeace:
http://www.greenpeace.org/international/campaigns/toxics
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
TIPS ON HOW TO MAKE A PRESENTATION
Many people are nervous about speaking to a large crowd. They think: Am I
presenting this properly? Can they tell I'm nervous? – and that my palms are all
sweaty? Are they even interested in what I have to say? Actually, it doesn't have to
be all that bad. If you bear in mind the following pieces of advice, you’ll be well on the
way to making a successful presentation:

.

Be prepared: Structure what you're going to say. For example, for this
project you could summarise the main results of the questionnaires, say what
you are concerned about, suggest what you would like policy-makers to do to
reduce the risks of chemicals, and conclude by asking a few questions as a
basis for discussion at the workshop.
Practise: Rehearse your presentation in front of a mirror, or in front of family
and friends. Listen to their suggestions and use them to improve your
presentation.

Speak slowly and make sure you keep eye contact with your audience.

Don't spend any more time than scheduled.

If you are making your presentation with others, you should all decide who is
going to say what. Agree to help each other if one of you should suddenly
stop during the presentation.

If you do happen to stop, without meaning to, just take a breath and check
your plan to remind yourself what you want to say next.

You might want to use an overhead projector, video, or posters – it can be
nice to have some sort of visual aid for support. This could be photographs
of the group working on the project, a copy of a letter sent to an MEP or to
industry, etc.
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
QUESTIONNAIRE
1. Which products that you use every day do you think contain chemicals?
2. How many products have labels indicating which chemicals they contain? Give
examples of products that DO and DO NOT have informative labels.
3. Does the label provide you with information on the name and contact details of
the company that produced the product and from where you can ask for more
information?
4. Now that you have identified some products that containchemicals, and
checked their labels, make a list of them and the chemicals they contain. Fill in the
following table with 5-10 products and related chemicals:
Product
Chemicals
5. You have probably found out that chemicals are contained in many products.
Why do you think they are used?
6. Do you think all these chemicals have been tested for any adverse effects they
may have on your health?
[ ] Yes
[ ] No
7. What do you think the health effects might be? Do you think exposure to
chemicals may be associated with
 asthma
 allergies
 cancer
 other
8. What are your main concerns about chemicals and health now?
-
Not enough information
Government or EU not adequately prioritising the issue
Industry not sufficiently responsible
Other (please state) ……
None
ACTION
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
9. What do you consider to be the best way to find out more information on the
health effects of chemicals? Please tick to choose one of these options to
investigate further:
o Write a letter to the company that produced the product
o Write a letter to your Government or EU official or Member of the European
Parliament
o Look at “Sick of chemicals” booklet and database
o Ask your Health Protection Agency
10. What do you want to ask your government, the European Union and/or
industry to do? Tick the one you think it most important.





Provide more public information on chemical risks
Ensure a strong EU Chemicals Legislation (REACH)
Improve labelling
Encourage the use of substitutes where they exist
Encourage research into substitutes where none exist
11. What can you yourself do?
Some suggestions:
 Look at labels more carefully
 Know what evidence exists on certain products by looking “Sick of chemicals”
booklet and database
 Find more natural products
 Ask your government to require companies to do more tests
 Write a letter to an MEP or government official (see model letters enclosed)
 Write an article for your school magazine or local newspaper
 Write a letter to the parents association
 Create a collage poster about the issue for display at your school
 Design an ideal information label
 Make a short video about the findings of this project.
 Other (please specify) …………..
12. What would you like your school to do? (Tick the one that appeals most to
you)





Check for hazardous building products (e.g., asbestos, moulds …)
Use more “natural” products (e.g., eco-cleaning products…)
Provide more information on the risks of chemicals
Involve parents more in this issue
Other (please specify) ……...
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
EPHA Environment Network workshop
Children’s environment and health:
Young people’s investigations into chemicals and health
When: 10 November 2005 (14:00-17:00)
Where: Brussels, Committee of the Regions, 101 Rue Belliard
Objectives



To let young people find out more on what chemicals are in their daily
surroundings (homes and schools), where information might be found on the
health effects from producers and availability of alternative products
To provide a forum for young people from various networks and schools
around Europe to share their views on ways to increase their participation in
policy-making and on a specific environmental and health concern, chemicals in
daily life.
To facilitate discussion between young people and European decision-makers
(MEPs, WHO representatives, government officials) and provide concrete
recommendations on forthcoming policy developments (adoption of REACH
chemicals regulation and implementation of the Budapest CEHAPE goal on
reducing exposure to chemicals)
Format
The workshop will build on a Chemicals in Home and School Survey carried out by
students of two-three schools in different European countries (UK, Russia and Italy) with
the support of a teacher and/or a project coordinator. EPHA Environment Network will
provide both the students and the teacher/coordinator with a toolkit (using one that has
been developed by the Danish Environment Protection Agency, integrated with other
sources) containing useful information and Internet links to start their research.
The findings and recommendations will be presented by the students during the
workshop. A discussion will follow between young people and European decisionmakers (MEPs, government officials, WHO representatives) with the objective of
providing concrete recommendations on forthcoming policy developments at EU level
and within the wider WHO pan European region.
The workshop will also encourage contributions from other young people, by making the
survey widely available on the Internet and through youth networks.
EPHA Environment Network Toolkit on
“Young people’s investigations into chemicals and health”
Provisional agenda
14.00-14.30
SETTING THE SCENE
Welcome and screening of the EPHA Environment Network video “It’s our world our
future too” and WHO young people’s video “The future of our children” (clip on
chemicals)
Margot Wallström, EU Commissioner for Institutional Relations and Communication
Strategy (TBC)
14.30-15.00
YOUNG PEOPLE’S FINDINGS AND CONCERNS
Presentations from 2 or 3 schools/youth representatives with results from Chemicals in
Home and School Survey and recommendations (10 minutes each)
15.00-15.15
HOW DO LAWS REGULATE CHEMICALS
Brief introduction on EU chemicals regulation REACH and CEHAPE commitments and
how they might be used to respond to concerns raised by young people
Short presentations (3-5 minutes each) from:
Dr Roberto Bertollini, WHO European Region
MEP Frédérique Ries, European Parliament
15.15-15.30
Coffee break
15.30-16.30
QUESTIONING THE DECISION-MAKERS
Round table with below representatives and question/answers from young people from
the project and open discussion with the public
-
MEP Frédérique Ries, European Parliament
Dr Roberto Bertollini, WHO European Region
Dr Peter Helms, European Respiratory Society
Dr Brett Jeffery, UK Health Protection Agency,
Chemical Hazards and Poisons Division
Elisabeth Salter Green, WWF (TBC)
Industry representative
16.30-17.00
YOUNG PEOPLE’S RECOMMENDATIONS
Wrap-up with young people’s recommendations on they can do, what schools can do
and what governments should do to ensure chemicals do not jeopardize health.
The workshop will draw on the experience gained in the EPHA Environment Network participatory
video project, ‘Its Our World, Our Future Too: Young people’s voices on environment and health
priorities’ with young people from disadvantaged communities in four European countries (UK,
Belgium, Hungary and Russia). See http://www.env-health.org/article.php3?id_article=1419 for more
info.