Learning curve: putting healthy school principles into practice.

Abstract

The H-shape design planned for New York City’s new Public School 109, as described by The New York Times, allowed for large courtyards shielded from neighbors’ noise for play and recreation, windows that open onto the courtyards to provide light and air, and thoroughly ventilated wardrobes to dry clothing and maintain circulation. That was a few years ago—in 1901, to be exact. But those long-ago improvements—attention to indoor air quality, ventilation, lighting, and acoustics—now distinguish “high-performance” schools, which are specifically designed to promote better attendance, achievement, and behavior. Throw in energy and water conservation features—which are traditional “green” elements—along with a recycling program, an environmentally preferable purchasing program, nontoxic cleaning products, integrated pest management, a school garden to augment other healthful cafeteria food, and a sustainably developed site, and you have the new ideal for today’s healthy schools and child care centers. But many children attend schools that bear no resemblance to this picture. Numerous studies have demonstrated that schools can be places where kids too often are exposed to toxic chemicals, mold, lead, asbestos, and other harmful agents. Moreover, some schools are located in areas where the outdoor air is so polluted that teachers wouldn’t want to open the windows even if they could. With children spending about one-third of their day at school, healthy school facilities could, if given the support, provide children with the most pollution-free part of their day, experts say.