A Guide for Building Managers:

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A growing segment of the population experiences a variety of adverse reactions to environmental agents at levels well below those that are deemed to affect average persons. These reactions are called environmental sensitivities.

Some agents that may act as triggers are:

Naturally occurring or synthetic agents in air, water, food, personal and home care products; fabrics, furnishings; hospital, school and office equipment, office supplies and building materials; chemicals used or stored in the home, health care facilities, schools, workplaces, farms or industries and public transportation vehicles; pollens (grass, trees, plants and weeds), dusts, molds and animal danders.
Artificial lighting and electromagnetic fields.

Symptoms may be mild and merely annoying, or they can be severe enough to interfere with daily activities, family life and career.

Environmental sensitivities can develop in individuals of any age, whether or not they have a past history of allergies.

Signs and symptoms of sensitivites may include:

Learning and Behavioural Signs and Symptoms

Hyperactivity.
Irritability.
Aggression.
Drowsiness and exhaustion.
Depression and suicidal tendencies.
Poor concentration and memory loss.

Easy distractibility, distracting others.
Difficulty problem-solving.
Inconsistent performance.
Mood and personality changes.
Recurrent absences from school.

Physical Signs and Symptoms

Recurrent headaches, migraines.
Irritated eyes, recurrent styes.
Puffy bags or dark circles under eyes.
Red ears or ear lobes.
Recurrent earaches and sinusitis.
Stuffy, runny and/or itchy nose.
Coughing, wheezing, asthma.

Mouth breathing and throat clearing.
Stomach aches or diarrhea.
Eczema, hives, other skin rashes.
Light sensitivity, visual disturbances.
Weakness and dizziness.
Seizures, convulsions and/or tremors.

"Environmental sensitivity should be considered as a possible contributing factor in a learning or behavioural exceptionality."

— Ontario Minister of Education Marion Boyd, 1991

Be aware of student's sensitivities.
Communicate openly with parents.
Review the student's health needs.
If needed, know the required emergency procedures for reactions to bee stings, foods, chemical vapours.
Respect the need for special diets, particularly with regard to food rewards.
Avoid known allergens (chalk dust, pets, plants).
Avoid wearing perfume, after-shave, scented personal toiletries and cosmetics, hair spray and gel.
Air dry-cleaned clothing well before wearing or wear clothing laundered with unscented detergent and no fabric softener.
Avoid art supplies with volatile chemicals.
Use water-based markers.
Seat sensitive students near a window for fresh air and natural light.
Be aware that a sensitive student may have difficulty with new or old books.
Respect the need for alternative learning environments for biology, chemistry, computers, industrial arts and auto mechanics.

Communicate openly with parents.
Ensure that the school environment is accessible by:

eliminating pesticides, bactericides, fungicides and herbicides in and around schools;
providing classrooms with openable windows for sufficient natural light and fresh air;
establishing a smoke-free and scent-free policy;
eliminating carpets;
using "tolerated" unscented cleaning and maintenance products;
dusting/vacuuming daily;
scheduling painting, roof repair and renovation projects in July;
maintaining and cleaning efficient heating and ventilation systems;
locating office copiers, etc., in specially vented rooms.

Provide a classroom within the main school building.
Use "tolerated" furniture which is at least 2 years old.
Provide transportation in a "tolerated" vehicle with a non-smoking driver.
Involve all staff and students in the environmental learning process.

This will also help prevent other students and staff from developing sensitivities.

Many pollutants in the environment can — and do! — interfere with attention, behaviour, concentration, health and/or vision and thus interrupt the learning process.

Chemical Exposures: Low Levels and High Stakes. Nicholas A. Ashford and Claudia S. Miller, M.D. New York: Van Nostrand Reinhold, 1991.

Environmentally Sick Schools (video). Doris J. Rapp, MD. Buffalo, NY: Practical Allergy Research Foundation, 1995.

Is This Your Child? Discovering and Treating Unrecognized Allergies. Doris J. Rapp, MD. New York: William Morrow and Company, Inc. 1991.

The Healthy School Handbook: Conquering the Sick Building Syndrome and Other Environmental Hazards In and Around Your School. Norma L. Miller, ed. Washington, DC: NEA Professional Library, 1995.

The Safer Arts: The Health Hazards of Arts and Crafts Materials. Ottawa: Health and Welfare Canada, 1990.