Best Practice 2.2 Indoor and Outdoor Air Quality: District/School has programs to protect air quality such as using a strong ventilation standard, a comprehensive Indoor Air Quality Management Program, an asthma management program, and a no-smoking policy. 

This Best Practice is under review and edit.

About

 Why School Indoor Air Quality Matters

While clean air is an essential part of a quality and healthy lifestyle, indoor air quality (IAQ) in schools is important due to its impact on health, education, day-to-day operation, and interpersonal relations. Indoor air can be more polluted than outdoor air due to high traffic of people in an enclosed environment. As “nearly 55 million people, 20 percent of the U.S. population, spend their days inside elementary and secondary schools”1, it is important for us to protect those who are most vulnerable to the risk of health effects from air pollution. Those who are most susceptible to these health effects, such as children, the elderly, and those with existing cardiovascular or respiratory diseases, tend to be the people who spend the most time indoors5. Children belong to this group, as their lungs are still developing6, which is why indoor air quality in schools is essential. Furthermore, indoor air pollutants cause discomfort and fatigue, among other symptoms, which may reduce school attendance and productivity1 and strain relationships among students, parents, teachers, and the school administration. Asthma is the leading cause of school absenteeism due to chronic illness, which affects nearly 1-in-13 school-age children9.

 Why School Outdoor Air Quality Matters

While children do spend the majority of their school hours inside their school, children can become exposed to a variety of outdoor pollutants both during classroom hours as well as recess. While in school, children can be exposed to outdoor pollutants, as heating, ventilation, and air conditioning (HVAC) systems used in school circulate indoor and outdoor air, which means that polluted outdoor air in the vicinity may be brought in. For example, there is evidence that exposure to diesel exhaust from school buses and other vehicles exacerbates asthma and allergies10. 

Health Impacts

Poor indoor air quality may have short-term and long-term health effects. Short-term effects include sneezing, coughing, headaches, nausea, dizziness, drowsiness, fatigue, and nasal congestion, symptoms that are often worse during the school day and improve at home1,. This is commonly known as “sick building syndrome”, where the above symptoms are experienced after entering a building and are alleviated once exiting the building. Long-term effects include asthma, respiratory tract infection and disease, heart disease, cognitive deficits, and cancer1,2,5,6. The health impacts of poor indoor air quality range greatly, and while some effects are attribute to specific pollutants, it is important to note that a variety of pollutants and contaminants, found both indoor and/or outdoor, may cause any of the above health impacts.

 Sources of Pollutants and Contaminants In and Around Schools

While at school, students may be exposed to various sources of indoor pollutants. These indoor pollutants may include radon, which is the second leading cause of lung cancer in the U.S.5, lead dust, mold, chemicals used indoors, carbon monoxide from faulty furnaces5, and fine particles. Dust mites, pests, and mold are common allergens found in schools10. Chemical-based pollutants include cleaning supplies, paints, insecticides, and other commonly used products, that may introduce chemical particulates into the air. Building materials may also be a source of pollutants and contaminates in schools, as degrading and new materials may release particulates such as asbestos fibers or chemical off-gassing. 

While at school, students may be exposed to various sources of outdoor pollutants. Even when students are inside the school buildings, these outdoor pollutants can make their way into the school through open doors and windows and ventilation systems. These outdoor pollutants may include diesel exhaust from school buses and other vehicles, smoke, road dust, industrial emissions, pollen, gas-fueled yard equipment, and wood smoke, which contains “wood tars, gases, and soot, as well as chemicals like carbon monoxide, dioxins, volatile organic compounds (VOCs), and fine particles”5.

Vision and Benefits 

Vision

What does a healthy and productive learning environment look like? A healthy and productive learning environment looks like a school where students are actively attending school and are both comfortable, safe, and alert in class. Maintaining both outdoor and indoor air quality will promote a more quality learning environment, as well as a healthy future for students. 

Benefits

High indoor air quality improves health, learning, and energy by decreasing short-term and long-term respiratory illnesses, while increasing concentration and alertness in class and activeness during outdoor activities. Students may feel fatigue and headaches, which may affect performance both in and out of school.

Who's Doing It?

While no schools have documented their indoor air quality best practices in the MN GreenStep Schools pilot yet, we can still see some examples from the MN Green Ribbon Awards Program.

When asked whether their schools had “a comprehensive indoor air quality management program that is consistent with Minnesota Department of Health best practices which are based on EPA’s IAQ Tools for Schools”, every Minnesotan Green Ribbon School answered, “Yes”. 

Moreland Arts and Health Science Magnet, West St. Paul – 

• Moreland Arts and Health Science Magnet Elementary replaced their older full-size diesel-powered special education buses with newer type 3 gas buses to reduce emissions and improve fuel mileage. 

• Partnered with Donaldson Corp and installed Doc mufflers and Engine breather kits on all of their 2003 and older buses. Moreland Elementary added 9 more propane powered buses, as propane powered buses reduce emissions, thus mitigating immediate outdoor pollution. 

School of Engineering and Arts, Golden Valley – 

• The School of Engineering and Arts focuses on asthma control and indoor air quality by using HEPA filtered vacuums for carpet cleaning and high rated MERV filters (8 to 15) for air handling units. Their low percentage of carpeted areas reduces air quality issues from mold, dirt, and asthma. 

Implement Best Practice Actions in a Project

Select Best Practice Actions (BPAs) to work on and complete

Below are management practices provided by the Indoor Air Quality Management Plan provided by the Minnesota Department of Health (It is important to note that school management practices should be tailored to fit the needs of the district.)

Implement Best Practice Actions in a Project

Select Best Practice Actions (BPAs) to work on and complete

Relationship to Minnesota Department of Health Guidance

The MN GreenStep Schools best management practices are aligned with the “Model Indoor Air Quality Management Plan” provided by the Minnesota Department of Health. Some of these best practices are required by law or regulations, some depend on school specifics, and some are not required at all but recommended. It is important to note that school management practices should be tailored to fit the needs of the district. We have indicated the level of requirement for reference. 

Minnesota Department of Health cross-reference on best practices

* Denotes State Required Practices

** Denotes Recommended in IAQ Plan, Certain Regulations Apply

*** Denotes Recommended in IAQ Plan, Certain Regulations May Apply

**** Denotes Recommended Practices

Documenting these practices in GreenStep Schools to advance in the GreenStep program is optional since the program is voluntary. However, documentation helps schools demonstrate practices for recognition and helps other schools learn from their peers. You can choose which best practices to document in GreenStep, whether they are required by the state or not. For more information about the following BPAs, refer to the Minnesota Department of Health’s “Model Indoor Air Quality Management Plan”7. 

1. Management Practices in the Indoor Air Quality Plan

For more information about the BPAs in this section, refer to the Minnesota Department of Health’s Indoor Air Quality Management Plan7.

The state provides a model IAQ plan as a resource and excerpts are included to show how they align with MN GreenStep Schools. The IAQ Plan should include or at least reference all other relevant plans mentioned in the following sections.

A.1 Complete Indoor Air Quality Management Practices as Required by State*

-          Appoint an IAQ Coordinator

-          Establish a comprehensive IAQ Plan, compliant with state requirements (a model IAQ Plan by the MN Department of Health is provided under the ‘Online Resources’ section)

-          Obtain School Board adoption of the IAQ Plan

-          Establish and update policies annually

Refer to Section 1.“Indoor Air Quality Coordinator”, Section 2.“School Board Adoption”, and Section 3.“Annual Update” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

A.2 Establish Goals and Objectives****

-          Goals may include minimizing indoor air pollutants, managing temperature, humidity, and ventilation, and preventing indoor air quality problems, which will slow building deterioration.

-          Objectives may include reducing the levels of indoor air pollutants through preventative measures, providing and maintaining adequate air exchanges by maintaining ventilation equipment, and responding to IAQ-related concerns and problems in a thorough and prompt manner.

Refer to Section 4.“Goals and Objectives” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

A.3 Establish an IAQ team****

-          Represents the staff, students, parents, and service providers

-          Works with the IAQ Coordinator to maintain and improve air quality within schools by creating and implementing an IAQ plan and to investigate concerns

-          Meets regularly, no less than once a year

Refer to Section 5.“Indoor Air Quality Team” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

A.4 Establish Effective Communication****

-          Answer parents’ basic questions

-          Communicate with parents and staff about the IAQ plan, maintenance updates regarding IAQ, and how to report concerns/contact the IAQ Coordinator on a yearly basis

Refer to Section 18.“Communications” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

A.5 Report and Investigate IAQ Concerns****

-          Encourage the reporting of all IAQ concerns through policy and communications

-          Provide IAQ concern reporting form

-          Investigate all reported concerns

-          Document responses to concerns

-          Store concern records securely

-          Review concern records during annual review for improvements to IAQ Plan

Refer to Section 19.“Concerns” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

2. Pollutants Management

For more information about the pollutants in this section, refer to the Minnesota Department of Health’s Indoor Air Quality Management Plan7.

B.1 Manage Mercury to Comply with Regulations**

Elemental mercury and mercury-containing instruments are prohibited in schools in compliance with MN Statute 121A.33

-          Evaluate all buildings for the presence of mercury containing chemicals, instruments, and materials

-          Remove identified mercury contamination and/or items safely, in compliance with hazardous substance regulations

-          In case of a mercury spill:

-          remove students from affected area

-          isolate the area from the rest of the building

-          use mercury clean-up kits for small spills

-          contact the Minnesota Duty Officer (1-800-422-0798 or 651-649-5451) and possibly local authorities and the MPCA for larger spills

Refer to Section 9.“Mercury” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.2 Prohibit Tobacco and E-cigarettes**

-          Prohibit the use of tobacco as mandated under MN Statute 144.4165

-          Prohibit the use or possession of e-cigarettes

-          Prohibit all products containing, made, or derived from nicotine, tobacco, marijuana, or other plant, whether natural or synthetic, that is intended for inhalation

Refer to Section 10. “Tobacco and E-cigarettes” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.3 Minimize Pests and Pesticide Usage**

-          Prevent pest problems by restricting eating in classrooms as follows:

-          no snacking or one snack time per day

-          no lunch brought back to classrooms

-          no food stored in classrooms or food stored in sealed hard plastic or metal containers

-          one party per month that includes food

-          Establish an Integrated Pest Management (IPM) Plan

-          Minimize pesticide use and utilize non-chemical options where feasible

-          employ individuals properly licensed by the Minnesota Department of Agriculture to apply certain pesticides

-          maintain landscaping to reduce pest harborage

-          notify parents and staff about the application of certain pesticides

Refer to Section 11.“Pest Management” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.4 Manage Asbestos**

-          Develop and maintain an Asbestos Hazard Emergency Response Act (AHERA) Management Plan in compliance with federal law

-          Inspect asbestos-containing materials regularly

-          Follow applicable state and federal laws when removing asbestos

-          Store AHERA Plan in school office to be available for review

-          Notify parent, teacher, and employee organizations about the AHERA Plan annually

Refer to Section 12. “Asbestos” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.5 Minimize Exposure to Lead***

-          Determine areas with lead paint; should lead paint be disturbed, employ lead-safe work practices to minimize exposure of building occupants to airborne lead-based paint particles

-          Comply with laws concerning lead paint abatement and lead renovation, repair, and painting (RRP); should lead paint abatement be planned:

-          the school hires an MDH licensed lead risk assessor or assumes all paint has lead in it; and MDH certified lead firms are hired to abate any lead hazards identified or assumed to be lead paint

-          hire EPA certified lead renovation firms to conduct any renovation activities that may disturb lead paint; if lead is present, then the renovation will be managed by either the district employee X, who is a certified renovator, or a hired certified contractor

Refer to Section 13. “Lead” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.6 Test for Radon***

-          Conduct radon testing in compliance with MN Statute 123B.571

-          Follow the Minnesota Department of Health radon testing plan

-          Report results to the Minnesota Department of Health

-          Report results at a school board meeting

-          Test for radon in buildings

-          Schedule tests for radon every 2 or 5 years

-          Testing and mitigation should be conducted by licensed individuals

-          Follow requirements in statute, rule, and national radon standards, according to MN Statute 144.4961

-          Conduct tests between November 1 and March 31

-          Conduct using short-term tests, on school days, or with HVAC operating under occupied conditions

-          Test all occupied and intended to be occupied rooms in contact with the ground, 10% of upper floor rooms, and other rooms specified in the ANSI/AARST standard, where applicable

-          Complete follow-up testing in rooms that have radon ≥ 4 pCi/L using a continuous radon monitor, whenever possible, to evaluate levels during occupancy

-          Complete mitigation in occupied and intended to be occupied rooms, if elevated radon is confirmed

-          Re-test buildings to verify radon reduction following mitigation

Refer to Section 16. “Radon” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.7 Preventing and Removing Mold****

-          Pay attention to water intrusion and microbial growth during:

-          walkthrough inspections

-          buildings systems evaluations

-          preventative maintenance activities

-          investigation of reported concerns

-          Staff should:

-          receive basic training about identifying moisture problems

-          report water damage and address problems promptly

-          Designate a company to handle large flooding events and respond to other water problems at any time

-          Contact as soon as possible to initiate restoration

-          Replace water-damaged material when possible

-          Dry materials that are not easily replaced within 24 hours, but no later than 48 hours

-          Evaluate porous materials on a case-by-case basis; replace if contaminated with sewage or over-land flooding

-          Clean or replace materials contaminated with mold growth promptly; remove mold growth from non-porous and semi-porous surfaces using a detergent and dry thoroughly, replace porous materials that have mold growth

-          Clean up minor mold problems promptly by maintenance staff or by a contractor in cases of larger problems

-          Contain and take personal protection measures in cases of present of suspected old growth

Refer to Section 25. “Mold Prevention and Removal” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.8 Restrict Animals in Classrooms****

-          Create and update an animal policy using information from:

-          walkthrough inspections

-          building systems evaluations

-          IAQ concern reports

-          staff meetings

-          Restrict specific types of animals if valid concern is expressed by staff, students, or parents

-          Request permission from a nurse, administrator, etc., before an animal can be brought into a classroom

-          Request may be denied if a sensitive individual is present or uses the room

-          Request may be denied if the animal is a pet and serves no educational purpose

-          Events where animals are permitted on a temporary basis are encouraged to be held outside or in rooms with hard floors

-          Responsible staff person is expected to watch for any obvious health symptoms that may be related to the animals, such as allergy or asthma symptoms and responsible for the care of the animal, including cleaning and maintenance of the habitat and other areas that may become soiled

-          Staff and students must wash their hands after handling animals or contacting their waste

-          Keep animals:

-          in an appropriate habitat when they are not being used for education

-          away from carpeted areas

-          away from air supply and return vents

-          Service animals are permitted in school buildings

-          Cold-blooded animals are recommended over warm-blooded or feathered animals

Refer to Section 26. “Animals” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.9 Restrict Plants in Classrooms****

-          Adopt a plant policy

-          Permit up to three plants per room

-          Flowers and flowering plants are discouraged; delivered flowers should be taken home at the end of the day

-          Staff are responsible for plants in their area and should immediately clean up any water or dirt that spills out of the plant

-          Plants should not:

-          be over-watered nor placed on carpet, to avoid mold growth

-          be placed on ventilators or other locations where over-watering can cause problems

-          Remove plants that have developed mold

Refer to Section 27. “Plants” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

B.10 Adopt Green Cleaning and Chemicals****

-          Adopt a Green Cleaning Plan

-          Create, implement, and review activities annually

-          Ensure cleaning practices remove pollutant sources while using cleaning products appropriately by following the GreenStep Schools Green Cleaning Plan requirements below:

-          Store custodial cleaning products in a secure area, label all bottles clearly according to OSHA requirements, close bottles of cleaning agents tightly when storing, and store products in rooms with local exhaust ventilation

-          For general cleaning purposes, use the following environmentally preferable (‘green’) products: Green Seal certified, EPA Safer Choice (Design for the Environment), and any equivalent products, where cost and performance are comparable to conventional cleaning products

-          Use products selected from the EPA ‘List N: Disinfectants for Coronavirus (COVID-19)’ where enhanced cleaning and disinfection is necessary to reduce COVID transmission

-          Use art supplies that are non-toxic under the Arts and Crafts Materials Institute (D4236) standard

-          Avoid aerosol products whenever possible, in favor of other formulations

-          Use HEPA-filtered vacuum cleaners to clean carpeting and entry mats

-          Use microfiber cloths to clean hard floors and smooth surfaces.

-          Provide teachers and other staff a green cleaner for spot cleaning ; staff and students are not permitted to bring cleaning products from home, including wipes

-          Encourage teachers and other staff to minimize clutter, to ensure rooms are easier to clean and to minimize dust collecting surfaces

-          Students do not handle cleaning and disinfection supplies/children do not use products labeled ‘keep out of reach of children’

-          Store all material safety data sheets in an area available to all staff, and the location of this information is discussed in the district’s ‘Employee Right to Know’ annual training.

-          Complete most cleaning and other maintenance during unoccupied hours; perform most routine cleaning after school

-          Maintain the building and rooms at reasonable cleanliness; each building’s operations and maintenance schedule specify the cleaning and maintenance schedule for flooring, entry mats, and furnishings, and these schedules can be found in Attachment 1

Refer to Section 28. “Cleaning and Chemicals” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

3. Preventative Management Practices

C.1 Conducting Annual Building Evaluations of Ventilation Systems and Maintenance Operations****

-          Evaluate ventilation systems and maintenance operations of school buildings every year; IAQ in building can be evaluated using one of the following methods:

-          by surveying staff every year with Tools for Schools checklists

-          by conducting an equivalent detailed assessment every year

-          by conducting part or all of a B3 SPOES evaluation (which also earns credit under Indoor Environmental Quality and Research Contribution under Organizational Leadership.
https://www.b3mn.org/poe/about/

-          Distribute a memo to accompany the distributed checklists, which explains the purpose of the checklists and any special instructions to effectively fill out the checklists

-          Keep and file at least one copy of each evaluation for each building every year

Refer to Section 6. “Building Evaluations” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

C.2 Conduct Walkthrough Inspections of Occupied Spaces****

-          Conduct an annual IAQ walkthrough inspection of all functional spaces in buildings that house administrative or educational operations and all occupied spaces and other areas that may affect IAQ, including classrooms, hallways, offices, kitchens, exterior, roof, mechanical rooms, bathrooms, storage rooms, and boiler rooms

-          Identify problems related to: cleaning, fresh air ventilation, pests, nearby pollutants, pesticides, moisture, walk-off mats, temperature, humidity, odors, mold, occupants concerns, dry drain traps, exhaust ventilation, chemicals, fuel containers, engines, combustion appliances, lead, and radon

-          Identify new problems

-          Further evaluate previously identified problems

-          Confirm corrective actions and other changes

-          Gather insight regarding apparent IAQ-related issues and problems, including type, location, and magnitude

-          Assess IAQ visually and through smell

-          Emphasize the following issues: water intrusion problems (interior and exterior), ventilation performance and air cleaning, cleanliness of buildings and classrooms, need for O&M programs (e.g ventilation, carpet, structural)

-          if relevant, test parameters, such as: carbon dioxide, carbon monoxide, temperature, humidity, and moisture meter measurements

Refer to Section 7. “Walkthrough Inspections” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

C.3 Address Identified Issues****

-          Prioritize IAQ issues identified during walkthrough inspections and building systems evaluations from most important to least important and record in the ‘Schedule to Address Identified Issues Table’

-          Categorize and address issues through one or more the following methods:

-          Complete one-time repairs (immediate or near future actions)

-          Schedule and execute mid to long-term project

-          Identify deferred maintenance items that may be addressed if/when funding is available

-          Adopt new policies and practices as part of the IAQ Plan annual review

-          Schedule should:

-          describe the timeline to correct the IAQ issues

-          assign an individual who is responsible for completing the task or overseeing the work

-          Update the IAQ Plan every year to address identified issues

-          Responses to specific staff concerns and complaints are address according to the ‘Concerns’ policy (Section A.5), and records are maintained

Refer to Section 8. “Schedule to Address Identified Issues” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

C.4 Preventative Maintenance and Operations****

-          Preventive maintenance refers to the routine inspection, cleaning, adjustment, and repair of building structures and systems, including:

-          heating, ventilating, and air conditioning systems (HVAC)

-          local exhaust ventilation

-          drain traps

-          flooring

-          Set preventative maintenance schedules for each building

-          Describe building and ventilation components that are inspected and maintained on a routine bases

-          Establish schedule using past experiences, service provider recommendations, availability of resources, and technical guides, including manufacturer’s specifications

-          When performing preventative maintenance:

-          follow the checklist

-          document activities

-          have IAQ Coordinator or appropriate staff personnel monitor its completion

-          Keep all records of completed preventative maintenance in:

-          the IAQ Management Plan

-          a building engineer filing cabinet  

Refer to Section 22. “Preventative Maintenance and Operations” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

C.5 Training****

-          Train and educate school and district staff about IAQ

-          Hold general training at the beginning of the year to factor in changes; training should be performed by IAQ Coordinator or other qualified personnel

-          Training should describe the importance of IAQ to health and learning, behavior factors, operations, and maintenance issues associated with IAQ

-          Train specific staff on policies and procedures related to their rooms or jobs

-          Teachers should be trained on: animals, food, plants, furniture, clutter, chemicals, air movement/unit ventilators, sensitive students, reporting leaks, reporting IAQ concerns, and cleaners

-          Bus drivers should be trained on: bus idling

-          Custodians should be trained on: cleaning, moisture, chemicals, and problem identification and reporting

-          Groundskeepers should be trained on: pesticides, chemicals, and keeping grass clippings away from unit vents

-          Facilities should be trained on: ventilation, operations, maintenance, and moisture

-          If staff are surveyed as part of the building systems evaluations, include the following:

-          Distribute IAQ Checklists annually; this is an additional means of educating staff

-          The staff is instructed to complete checklists relevant to their work; include the names distributed checklists and such as the ventilation and building maintenance checklists

-          Describe if checklists are completed as part of the training

Refer to Section 23. “Training” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

4. Maintenance and Operation of School Building

D.1 Maintain Adequate Ventilation****

-          Check for adequate ventilation under normal operations compared to the design intent and code

-          Specify air changes per hour (such as 4 to 6+) and/or cubic feet of outdoor air per minute per person (such as 15 cfm/p]

-          Maintain school buildings according to the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE) recommended parameters described in standards 55 and 62

-          Adjust ventilation to provide fresh air delivery, temperature, and humidity level that are as close as possible to the most current year’s ASHRAE standard, and that meet the building code requirement applicable to the heating, ventilation and air conditioning (HVAC) system, if current parameters cannot be met

-          Inspect HVAC systems periodically, as described in the operations and maintenance schedule

-          Follow guidance from MDH, EPA and CDC to reduce COVID and respiratory infectious disease transmission

Refer to Section 20. “Ventilation” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

D.2 Maintain and Utilize High Efficiency Filtration****

-          Utilize the highest filtration efficiency filters compatible with air handling units

-          Filters should have a MERV rating of 13 or better to remove most particles down to 0.3 micron, including respiratory aerosols

-          Replace filters according to the operation and maintenance schedule for each building

-          Check filters periodically for overloading, moisture, and damage or gaps that could allow for by-pass of air flow

-          Use portable air cleaners to further reduce particles and place in either: all rooms, all classrooms, nurses/health offices, band and choir rooms, gym, workout rooms

-          Use high efficiency air filtration (HEPA) air cleaners

-          Consider ultraviolet germicidal air cleaners

-          Select air cleaners that have established evidence of safety and efficacy

-          Review clean air delivery rate or room sizing when determining the right cleaner for a room

-          Verify that the equipment meets UL 867 standard certification (Standard for Electrostatic Air Cleaners) for production of acceptable levels of ozone, or preferably UL 2998 standard certification (Environmental Claim Validation Procedure (ECVP) for Zero Ozone Emissions from Air Cleaners) which is intended to validate that no ozone is produced

-          [Consider consulting] Consult the California certified air cleaner listing of low ozone air cleaners

Refer to Section 21. “Filtration” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

5. School Renovations

E.1 Renovation****

-          Consider IAQ when planning construction and renovation projects and discuss major structural changes that may impact IAQ

-          Evaluate proposed renovations in relation to the school’s history of IAQ findings and concerns reported

-          Summarize school’s history of IAQ findings and concerns reported in the yearly ‘Plan to Address Identified Issues’

-          Evaluate the presence of lead, asbestos, PCBs, and other possible prior to renovation, and school staff comply with relevant regulations [see Asbestos and Lead Sections]

-          Specify the use of environmentally preferable building materials and products in renovation and construction projects, where costs and quality are comparable to conventional materials

-          May include programs such as: EPA Safer Choice (aka Design for the Environment), Green Guard, Green Seal, Carpet and Rug Institute Green Label, and ANSI 208 certified

-          Perform major renovations when school is not in session, to the extent possible; if renovation projects must be performed while school is in session:

-          isolate the return air from any area being renovated from the main ventilation system

-          use plastic sheeting and local exhaust ventilation to contain and minimize the distribution of dust and other contaminants produced by construction activities

-          conduct cleaning operations more frequently during and after renovation

-          use additional ventilation to air out chemicals that may off-gas from new materials

-          Provide procedures for specific renovations

-          Consider various factors that impact IAQ in the design and construction of school buildings such as: 

-          site selection (such as water drainage issues)

-          an environmental assessment of the site (such as water table level)

-          external contaminants from neighboring sites (such as farming or industrials activities)

-          possible radon entry and use of radon resistant construction

-          building design factors that promote good IAQ and prevent moisture intrusion

-          internal contaminant sources (such as asbestos or lead-based paint)

-          space allocation (such as accessibility to HVAC areas or proper storage of chemicals)

-          building materials and furnishing (such as selecting those that release low levels of gases, are not porous, easy to maintain, and store well) 

-          HVAC system design that could affect IAQ, such as air intake and distribution, filters, coil, drain pans, ducts, positive building pressure, ducting of return air, adequate exhaust systems, comfort, humidity, air diffusers 

-          Refer to the US EPA resources such ‘Design Tools for Schools’ and ‘Energy Savings Plus Health’, as additional best practices guides used in the planning of renovation and constructions projects

Refer to Section 24. “Renovation” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

E.2 Flooring and Furnishing****

-          Evaluate the condition of flooring and furnishings when performing building evaluations, walkthrough inspections, and reviewing concern reports

-          Replace the flooring or furniture where persistent problems are found, preferably with low-maintenance, smooth, and non-porous surfaced flooring, and furniture

-          Clean flooring and furniture according to the operations and maintenance schedule

-          Specify frequency at which to vacuum carpets and mop hard flooring

-          Carpet is deep cleaned or extracted and hard flooring is refinished every specified amount of months

-          During the summer months, only clean carpets if humidity levels are low and the carpet can be dried within 24 hours

-          Specify method used to dry carpeting after extraction cleaning

-          Phase out carpeting throughout or in certain parts of school buildings

-          Heavy traffic areas, hallways, building entrances, science laboratories, bathrooms, art rooms, areas where food is eaten, and shop rooms will not have carpeting, and hard flooring will replace any existing carpets

-          Prefer environmentally preferable products, such as Green Guard or Green Label products, when purchasing flooring and furniture

-          All purchased flooring must be free of mercury

-          Staff are not allowed to bring personal furniture or area rugs to school

-          The school approves and purchases furniture that is used on school property

-          Installations of flooring and furniture follow the ‘Construction and Renovation’ policy

-          Place walk-off mats at every entrance; specify walk-off mats’ length in steps and ensure that mats at main entrances are longer

-          Specify the amount and types of material mats are made of to ensure mats effectively remove coarse to finer contaminants

-          Clean mats routinely to be effective; check for excess loading and moisture, including underneath the mats (this can lead to mold growth); check and clean mats according to the district operation and maintenance schedule (see Attachment 1)

-          Landscaping is maintained and designed to minimize dirt and moisture in front of building entrances

Refer to Section 29. “Flooring and Furnishing” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

6. Outside Influences on School IAQ

F.1 Reduce School Bus Idling***

-          Adopt a policy to limit bus idling

-          Establish parking and loading zones away from building entrances and school air intakes in compliance with MN Statute 123B.885

-          If the location is deemed unsafe, blocks traffic, or is not cost-effective, the location can be reviewed by the school board

-          Idling is never permitted or limited to specific duration under specific situations as detailed in the bus operator manual

-          Buses do not park in a line, to limit intake of tailpipe emission from one bus to another; or keep a minimum of three car lengths if in a line

-          Bus drivers are educated about this policy when hired, and refresher training is conducted [every year/other time frame as part of annual meeting].

-          School buses have been retrofitted or have newer engines that meet newer emissions standards

-          Establish a no idling policy for other vehicles, such as cars and delivery vehicles

-          Post signs in loading areas

-          Educate parents and vendors through announcements and our district website

-          Consider electric school buses as an alternative (see BP 1.10 Transportation Efficiency)

Refer to Section 15. “School Bus Idling” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

F.2 Outdoor Air Pollution****

-          The IAQ Coordinator tracks the daily air quality index

-          Take steps to protect staff and students when air quality is not ‘good’

-          Limit outdoor and strenuous activities, depending on conditions, following the MN Pollution Control Agency guidance

-          Identify individual susceptible children and take additional precautions to protect their health

-          Adopt practices and procedures to minimize exposure to possible air pollutants if in proximity to industrial plant, agriculture, busy highway, etc.

-          Contact and establish a working relationship with the nearby industrial plant/feedlot to ensure any problems or incidents that may affect staff or students will be reported to the school administration promptly

Refer to Section 30. “Outdoor Air Pollution” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

F.3 Limit Impact of Outdoor Air Pollution on Interior

-          Make building operations and maintenance improvements and adjust when necessary

-          Install higher efficiency filters in the HVAC systems to filter particle pollution; specify MERV rating

-          Keep exterior windows and door closed

-          Operate school buildings at positive pressure to limit the infiltration of outdoor air pollution, and this pressurization is checked periodically during ventilation balancing conducted every specified amount years

-          Deploy portable air cleaners to provide additional air cleaning

-          Minimize any indoor sources of particle pollution, if possible, such as cooking, kilns, aerosol products, and vacuuming during school hours

F.4 Prevent and Mitigate Extreme Heat****

-          Take measures to protect students and staff during times of extreme heat, especially in specific buildings or rooms that lack air conditioning

-          Make ventilation and shading improvements in buildings that lack air conditioning

-          Comply with OSHA requirements, such as 5205.0110, to protect worker health and safety

-          Prevent heat hazards through monitoring of adequate ventilation and air flow, as described in other sections

-          Monitor workspaces for elevated heat conditions, according to OSHA, depending on work activity intensity

-           Deploy portable air conditioners and fans in rooms when temperature is elevated

-          OSHA recommends 77 F for summer comfort, while the ASHRAE upper limit is 80 F, depending on humidity and air flow

-          Notify staff and parents of days with extreme heat

-          Encourage staff and students to wear light clothing

-          Limit physical activity in physical education and other activities

-          Take frequent water breaks to encourage hydration

-          Relocate classes to parts of the building that are cooler

-          Track which staff and students may be more vulnerable to extreme heat

-          Take additional precautions to protect these staff and students

-          Reduce hours of operation in consultation with district leadership

Refer to Section 31. “Extreme Heat” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

7. Air Quality in Special-Use Areas

G.1 Manage Area Air Quality***

-          Comply with the Minnesota Ice Arena Rule (MN Rules, Chapter 4620.3900 - 4620.4900), to ensure acceptable air quality in the arena

-          Specify a compliance coordinator (for example, arena manager, health and safety coordinator, etc.)

-          Coordinate activities related to compliance

-          Maintain acceptable air quality, apply for certification annually, train staff annually, keep records, test air quality after resurfacing, edging, and use of other combustion-powered equipment, conduct regular maintenance of the resurfacer(s), and operate ventilation during and after operating resurfacer(s)

-          Specify where the record-keeping log is stored within the arena building

Refer to Section 14. “Arena Air Quality” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

G.2 Manage Pool Air Quality***

-          Reduce exposure to chloramine in pool areas by conducting operation and maintenance in compliance with state pool code requirements

-          State pool code requirements: post signs and posters to encourage swimmers about personal hygiene and showering, ensure airflow maximizes fresh air across the water’s surface, and sufficient fresh outdoor air and exhaust ventilation is supplied, monitor combined chlorine levels in the water and treating the water when levels are too high

-          Implement and plan long term measures to reduce chloramine

Refer to Section 17. “Pool Operation” of MN Department of Health “Indoor Air Quality Management Plan”
https://www.health.state.mn.us/communities/environment/air/schools/plan.html

Related Best Practices

Indoor and Outdoor Air Quality are affected by many factors within the environment. Indoor and Outdoor Air Quality best practices may overlap with other best practices and can be enhanced by combining with best practices in other categories. For example, 1.4 Material Safety deals with the proper disposal of hazardous wastes, such as mercury-containing materials, which is crucial to preventing hazardous fumes from circulating throughout the school. Additionally, 1.8 Green Product Purchasing ensures purchasing of disinfectants and cleaning supplies that are low or non-toxic can prevent students from inhaling harmful chemicals. Other potentially relevant best practices include 1.9 Commuting Efficiency, 1.10 Transportation Efficiency, 2.3 Indoor Environmental Comfort, 2.4 Chemical Safety, and 3.2 Outdoor Learning. Any of these practices can be complemented by 3.1 Integrated Environmental Education.

Submit Annual Review

The annual review for this best practice includes

• Confirming that Best Practice Actions are still active. (Eg. are programs still in operation and working? Are event or time based actions repeated each year?)

• Amending the documentation with any changes

• Adding any lessons learned from the prior year to share with others.

To submit the annual review, send in the BP 2.2 Datasheet with updated calendar year in the update column to reflect which BPAs are still active.

Online Resources:

GreenStep Resource Organizations

MN Department of Health - https://sites.google.com/umn.edu/mngreenstepschools/members/member-resource-organizations/minnesota-department-of-health

The Minnesota Department of Health is a GreenStep Resource Organization. The Minnesota Department of Health helps schools with environmental health and healthy schools generally. This includes radon, mold, drinking water, chemicals, and food safety, and broader public health topics. They provide trainings, individual consultations, and written guidance. They also regulate a few hazards.

Online Resources

Indoor Air Quality (IAQ) Plans in Schools - https://www.health.state.mn.us/communities/environment/air/schools/plan.html

This is a model IAQ plan published by the Minnesota Department of Health, which can be used as a template for drafting your school’s IAQ plan, and aligns with this GreenStep Schools best practice actions section.

School Integrated Pest Management (IPM) Strategic Plan - https://www.epa.gov/ipm/school-ipm-strategic-plan

This is a model IPM plan by the Environmental Protection Agency, which can be used as a template for drafting your school’s IPM plan.

B3-SPOES -  https://www.b3mn.org/poe/

The B3 Sustainable Post Occupancy Evaluation Survey (B3-SPOES) is a resource that can be used to enhance your understanding of occupants experience of Indoor Air Quality and other aspects of indoor environmental quality such as Acoustic Quality, Appearance, Cleaning and Maintenance, Daylighting Conditions, Electric Lighting Conditions, Furnishings, Privacy, Technology, Thermal Conditions, Vibration and Movement, and View Conditions.

B3 Indoor Environmental Quality Guideline- https://www.b3mn.org/guidelines/3-2/ieq/

This is a guideline on indoor environmental quality. Although not specifically for schools, this is a useful resource on technical information.