Have you ever wondered about a child but just couldn't put your finger on his or her problem? Is this child learning disabled? attention deficit? hyperactive? mentally disturbed? or just a bad kid who wants to disrupt your class? Perhaps the answer is that this child has environmental sensitivities, which are known to be the underlying cause of many learning, attention and behavioural problems. Perhaps this child has been diagnosed; perhaps not.
Very conservative estimates indicate that at least 15 percent of our population is adversely affected by environmental pollution. A recent Health Promotion Survey (1990) by Health Canada says that 81 percent of Canadians believe that their health has been adversely affected to some degree by pollution.
Indoor air pollution is a particularly serious environmental health problem since people spend an average of 90 percent of their time indoors. A Toronto study by R.W. Bell indicates the level of contaminants indoors are at least two to five times higher than outdoors, and the World Health Organization estimates that 30 percent of homes and buildings today contain enough indoor pollutants to cause difficulties ranging from a sniffle to more serious health problems.
The benchmark used to assess indoor air quality on our schools — ASHRAE Standard 62: 1989 — is based on the premise that 20 percent of a healthy young adult male population would react unfavourably at the levels set by the standard. This has implications not only for the adult population, particularly pregnant women, seniors and the infirm, but also children. Children are known to be more affected by indoor air pollution because they breathe a greater volume of air relative to their body weight and, therefore, absorb more toxic contaminants. Their immature detoxification systems are also much less able to eliminate contaminants. Despite this, no standards have been developed to address their needs.
Many children across the country miss school days because of inadequate air quality. Failing to provide good air quality in schools means that some children lack equal access to programs and services, and many fail to learn to their potential; they may also become isolated socially.
What are Environmental Sensitivities?
Environmental sensitivities occur when some individuals become unable to tolerate exposure to common substances in their everyday surroundings or environment. Some substances that may act as triggers include:
Harmful substances, either naturally occurring or synthetic, in our air, water, food, personal and home care products, fabrics, furnishings; hospital, school and office equipment and supplies; building materials; and chemicals used or stored in the home, health care facilities, schools, workplaces, farms or industries and public transportation vehicles. -
Natural substances such as pollens (grass, trees, plants and weeds), dusts, molds and animal danders.
Foods.
The severity of symptoms can range from mild discomfort to total disability or chronic health problems. Symptoms may develop suddenly or slowly and can develop in individuals of any age regardless of whether they have a past history of allergies. Environmental sensitivities can also be progressive. Prevention, early detection and treatment are therefore of paramount importance. Treatment of environmental sensitivities focuses on prudent avoidance of offending agents, appropriate nutrition, supportive counselling and other medical interventions.
Some of the behavioural signs of food and chemical sensitivities which can be observed in the classroom include: overactivity; fidgeting; irritability; aggression; underactivity; drowsiness and exhaustion; depression; poor concentration; easy distractibility, distracting others; inconsistent performance in speech, writing and coordination; difficulty problem-solving; mood and personality changes; recurrent absences from school.
Sources of Indoor Air Pollution
Many sources of contaminants in our indoor environments are found in schools as well as homes. Efforts must be made to avoid — or at the very least, reduce — exposure to toxic substances, particularly those containing volatile organic compounds. These include:
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Synthetic materials, especially carpeting and underpadding;
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Cleaning products (except those which are non-toxic, environmentally friendly and free of volatile organic compounds);
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Bactericides, herbicides, fungicides and pesticides;
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Petrochemical (including exhaust) fumes;
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Humidificaction systems; humid and wet environments;
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Heating and cooling systems; computer terminals and printers (particularly bubble-jet and laser);
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Photocopy machines; laminating machines; arts and crafts supplies; scented products (including scent-laden clothing); tobacco smoke (including smoke-laden clothing).
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Currently, the special precautions taken in chemistry and biology labs, auto mechanics, metal-working and woodworking shops are simply inadequate. Also, school ventilation systems often fail to exhaust and dilute unavoidable contaminants and to deliver good quality air to the breathing zone. Moreover, many air intakes for school buildings bring in contaminated outdoor air from avoidable sources such as tarred roofs, bus bays, ventilation outlets, etc. With reduced operating budgets, many school boards are deliberately lowering the air exchange rate in schools (especially during the winter months), to save energy and money. The result is lost days due to sickness on the part of staff and students, and a decreased ability to learn in an increasingly polluted indoor environment.
What Teachers Can Do
It is essential that parents and schools work together to find the best possible environment for the individual student with environmental sensitivities. Here are some things teachers can do.
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Recognize that sensitivities are highly individual. What one sensitive individual tolerates another may not. Also recognize that the same individual's tolerances will vary according to exposure to other substances to which the individual is sensitive.
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Check with the student and the student's parents before bringing new substances into the classroom.
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Promote open communication with parents and students.
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Review the student's health needs as presented by both the parents and the student's physician.
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Learn the necessary emergency procedures for your student's reactions (to such things as bee stings, foods, chemical vapours, etc.).
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Respect the need for special diets (no food rewards, or have alternative food rewards available).
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Recognize that foods and even food aromas can trigger health and emotional stresses for children with environmental sensitivities.
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Avoid known allergens or triggers (such as pets, plants and volatile organic compounds).
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Avoid wearing perfume or after-shave, scented personal toiletries, cosmetics, hair sprays or gels, freshly dry-cleaned clothing and clothing laundered with scented laundry detergent, bleach and fabric softener.
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Use unscented laundry detergent and avoid all fabric softeners.
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Be aware that smoke-laden clothing may cause problems for some sensitive students.
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Avoid the use of materials that emit solvent or other aromatic chemical vapours, such as felt markers, certain art materials and typing correction fluid.
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Avoid the use of open containers of volatile organic compounds, such as alcohol.
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Avoid the use of dittos.
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Use water-based markers, where tolerated.
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Seat sensitive students near a window for natural light (and fresh air in non-pressurized schools).
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Avoid having composters or vermicomposters inside the classroom.
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Provide suitable textbooks; neither brand new because of volatile organic compounds from ink, paper or glue nor too old because of molds and/or dust.
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Respect the need for alternative learning environments for subjects such as chemistry, biology, industrial arts and auto mechanics.
Teachers also have a voice through unions
and can held to negotiate better working conditions
through employment contracts.
Children have no such voice.
Please speak for the children and for yourselves.
Teachers will benefit and so will students.
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