A Safe Journey Back to School - An Investigative Report
Lourdes Salvador
August 31, 2009
The days of the bogyman still hold vivid recollection for many adults who lived in fear of turning off the lights or standing too close to the bed as children. While the bogyman is recognized as an imaginary childhood fear, today´s childhood bogyman is far from imaginary and it doesn´t hide under the bed.
It hides in the nation´s schools and threatens children´s health, stultifying them through toxic exposures. Children succumb to chronic physical, mental, and behavioral disorders as a result. Toxic exposures in schools create hebetudes out of children, who are no longer able to learn, grow, and thrive with vigor.
Children´s health is declining in epidemic proportions as the prevalence of autism, attention deficit hyperactivity disorder, asthma, behavioral disorders, depression, anxiety, fatigue, and autoimmune disease flourishes. All of these disorders have been correlated with toxic environmental exposures.
This disastrous decline of childhood health is imparted by toxic substances. Studies by the Environmental Protection Agency (EPA) provide evidence that indoor air quality is much worse than the air outside which we already accept as highly polluted.
The exposures children receive in school are not the kind of toxic waste tightly regulated by law, but everyday toxins and toxicants which people have been misled to believe are safe. They are pesticides, cleaning chemicals, fragrances, mold, vaccines, and certain school supplies.
Children are exposed to all these substances while getting ready to go back to school and while attending classes. Increasing numbers of parents are advocating for safer schools and policy changes to protect children´s health.
This investigation examines the concerns raised by six toxic exposures encountered by the nation´s school children and explores other options. It is up to parents to approach their school district and demand policy changes to protect their children. Schools should be a safe place conducive to learning. As this investigation will show, this is not currently the case in the majority of school settings.
Pesticides
The Predicament – "Pesticides in schools are a pervasive, unnecessary health hazard," says Marc Lame, an entomologist and professor in Indiana University's School of Public and Environmental Affair. "Over 80 percent of schools in America are applying pesticides on a regular basis, whether they have a pest problem or not."[1]
Pesticides are well-documented neurotoxicants, yet we are led to believe that when used correctly, they can poison bugs and rodents while leaving humans unscathed. Evidence shows that pesticides persist in the environment. Because pesticides persist for months and years, they continue build up to toxic levels for humans when applied on a routine basis.
Pesticide poisoning is a commonly misdiagnosed as flu or another illness. Many pesticides are nerve poisons and disrupt hormonal balance. Symptoms of pesticide toxicity vary widely and may include headache, nausea, dizziness, increased sweating, increased salivation, tearing, muscle twitching, weakness, tremor, loss of coordination, vomiting, abdominal cramps, diarrhea, genetic damage, immune deficiency disorders, neurological disorders, central nervous system disorders, and multiple chemical sensitivity. Children may exhibit behavioral abnormalities.
Children absorb greater concentrations of pesticide poisons per pound of body weight through inhalation (faster respiration rate), ingestion, and contact with the skin. Children are more likely to play on treated floors. Their immune system is not fully developed and this developmental stage leaves them at greater risk from toxic exposures than adults. Even minute doses of neurotoxins can significantly impair the learning process in children and reduce IQ.
The Solution – Applying pesticides does not prevent pests. Unless pests are present, applying pesticides accomplishes nothing more than exposing occupants to toxic substances. Integrative pest management, on the other hand, dictates that the least toxic method of pest control is employed in a specific area only when evidence of infestation is found. Regular cleaning and reduction of clutter makes schools and homes less appealing to pests. Should a pest problem arise, there are many natural and healthy alternatives to synthetic pesticides which are quite effective if the school district is open to their use. A free PDF file with many safe solutions, The Best Control II by Stephen Tvedten, may be downloaded from:
http://www.stephentvedten.com/
Resources – Additional Resources May Be found at these links.
Beyond Pesticides: Select Studies on Pesticides and Children's Health
http://tinyurl.com/n4rzsf
Health Effects of 48 Commonly Used Toxic Pesticides in Schools
http://tinyurl.com/n3qcg3
EPA: Integrated Pest Management (IPM) in Schools
http://www.epa.gov/opp00001/ipm/
Cleaning Chemicals
The Predicament – A growing body of science reveals that cleaning chemicals used in schools affect children´s learning and productivity. Cleaning and sanitizing surfaces helps to prevent the spread of germ borne illnesses. Cafeteria seating, desks, chairs, flooring, door knobs, water fountains, and restrooms are all areas which schools need to clean on a regular basis. Household cleaning products are among the most hazardous chemicals found in a home, yet schools are cleaned daily with highly concentrated industrial chemical agents designed to ´kill´ germs.
The fear of germs has been expounded upon by the chemical industry as an advertising ploy, though studies have shown that washing hands with ordinary soap is just as effective as using hand sanitizers which contain registered pesticides to "kill" germs.
Often, industrial cleaning chemicals are highly fragranced to impart a "clean" image. Fragrance itself can be problematic in schools and has been linked to allergies, asthma, respiratory disease, neurological problems, behavioral changes, chronic fatigue, and multiple chemical sensitivity.
The Solution – The new ´green´ environmental movement provides a perfect route to introduce green cleaning into schools. While green cleaning is not necessary non-toxic, it is generally a vast improvement over traditional cleaning. Entire product lines exist for green cleaning and several school districts have already started green cleaning programs at the urging of parents. These districts serve as ideal prototypes to introduce green cleaning in other districts.
Tips for selecting safer cleaners:
Read the labels!
Choose products with natural, non-toxic, biodegradable ingredients.
Avoid products with any warnings on the label.
Choose pump spray or cloth applications over aerosol products.
Encourage cleaning activities after hours when students and staff are not present.
Limit quantity and use to actual needs.
Ensure products are properly diluted.
Do not permit the use of solvents.
Select only low-VOC and no-VOC products.
Additionally, discourage the use of air ´freshener´ products. They do nothing to clean the air, but rather pollute it with toxic chemicals children and staff are forced to breath. Properly cleaned facilities will not be odorous and do not need to be scented.
Schools will often resist changing products due to contracts with suppliers and concerns over the effectiveness of safer products. It may be necessary to provide evidentiary summations to quell these fears.
Resources – Additional Resources May Be found at these links.
Greening Schools
http://www.greeningschools.org/
Healthy Schools Campaign
http://tinyurl.com/ktgaog
Standing up for Illinois Green School Cleaning
http://tinyurl.com/mtfol4
National Institute of Building Sciences: Green Cleaning in Schools
http://www.edfacilities.org/rl/green_cleaning.cfm
Environmental Law Institute: Green Cleaning in Schools
http://tinyurl.com/lxwyaj
Cleaning for Healthy Schools Toolkit
http://www.cleaningforhealthyschools.org>
Fragrances
The Predicament – Fragrances are found in personal hygiene products, soap, laundry detergent, fabric softener, perfumes, lotions, deodorants, air fresheners, cleaning products, some processed food products, and many other seemingly innocuous products used on a daily basis by the average person.
Fragrances contain neurotoxicants which have been scientifically proven to reduce air flow and induce neurotoxicity. Fragrance contains anywhere from 3,000 – 5,000 chemical toxicants, of which 80% have never been tested for human safety. A staggering number of these chemical toxicants are on the EPA hazardous waste list, yet they are found in fragrance because the fragrance industry is unregulated by any independent governing body and is not required to list ingredients on the label.
A study at Anderson Laboratories in Vermont concluded that fragrance chemicals caused a variety of acute toxicities in mice after an hour long exposure to breathing five commercial colognes. The researchers discovered "the emissions of these fragrance products caused various combinations of sensory irritation, pulmonary irritation, decreases in expiratory airflow velocity, as well as alterations of the functional observational battery indicative of neurotoxicity."
The ingredients in common perfumes are toxicants, not only to the user, but to all students and staff forced to share the same airspace. Fragrances can also alter mood by altering neurotransmitter (brain) function. This may lead to allergies, asthma, respiratory disease, behavioral problems, depression, anxiety, fatigue, and multiple chemical sensitivity.
The Solution – With the advent of soap, water, and shower facilities, fragrances are no longer a necessary part of hygiene. A healthier diet often corrects exceptionally bad body odor which adolescents are tempted to cover up with scent that only adds to the stink.
More and more schools are moving towards fragrance free policies and these schools serve as a prototype to introduce a fragrance free policy in other school districts. Students and parents may be encouraged to purchase fragrance-free products for personal care and laundry.
Resources – Additional Resources May Be found at these links.
Access Board Policy to Promote Fragrance-Free Environments
http://www.access-board.gov/about/policies/fragrance.htm
David Thompson Health Region: Scent Free Workplace Policy
http://mcs-america.org/ScentFreeWorkplace.pdf
DHS Oregon Fragrance Guidelines
http://www.oregon.gov/DHS/ph/worksites/toolkit/docs/fragranceguidelines.pdf
EPA Fragrance Ingredient List
http://www.epa.gov/opprd001/inerts/fmaingredient.pdf
FMA Air Freshener Fragrance Ingredient Survey Results (PDF File)
http://www.fmafragrance.org/sub_pages/090318AirFreshenerList.pdf
Fragrance Free Policy: New Brunswick Board of Education, School District 8
http://www.district8.nbed.nb.ca/district8policy/pages/series800.htm#8056
Fragrance Free Policy - Portland Call Center Fragrance Free Policy
http://www.mcs-america.org/PortlandCallCenterFragranceFreePolicy.doc
Fragrance Free Policy - Portland Records Dept Fragrance Free Policy
http://www.mcs-america.org/PortlandRecordsDeptFragranceFreePolicy.doc
Fragrance Free Policy: University of Toronto Guideline on the Use of Perfumes and Scented Products
http://www.ehs.utoronto.ca/Assets/ehs3/documents/Scents+Brochure+March+2006.pdf
Fragrance Free Sign: Brooks University:
http://www.brocku.ca/oehs/graphics/Fragrance_Free_Sign.pdf
Massachusetts Nursing Association Webinar: "Fragrance Free! Creating a Safe Healthcare Environment"
http://courseserver.com/mna
Minnesota HB 2148, "Fragrance-Free Schools Pilot Project,"
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2148.0.html&session=ls85
Scent Free Facilities, Organizations, and Events (2003-2005)
http://www.mcscanadian.org/pdf/scentfree2005.pdf
University of Toronto Guideline on the Use of Perfumes and Scented Products
http://www.ehs.utoronto.ca/Assets/ehs3/documents/Scents+Brochure+March+2006.pdf
Mold
The Predicament – Mold may be both a biotoxin and an allergen. Mold and dampness in schools causes many health problems for both teachers and students, including respiratory disease, asthma, allergies, immune disease, behavioral disorders, and toxic poisoning. Occupying a moldy building nearly doubles the chance of asthma.
Allergic symptoms of mold exposure include congestion, sneezing, watery eyes, sore throat, cough, skin irritation, headache, fatigue, and light sensitivity. Toxic mold exposure symptoms include neurological disorders, behavioral changes, chronic fatigue, and chemical sensitivity.
There are many different kinds of bacteria, fungi, and spores which grow on nearly any surface under the right conditions. Moist places, such as air ducts, ceilings, and plumbing enclosures are most problematic. Schools frequently neglect regular cleaning of these out-of-reach places and mold can develop and fester quite readily. While energy efficient, the typical hermetically sealed school does not allow moisture to escape through adequate ventilation.
The Solution – It is never okay to occupy a molding building. Check regularly for mold and exit the premises until proper remediation is complete. Preventing dampness is the key to avoiding mold contamination. School districts should have policies in place which mandate regular inspections for mold. Students and staff should be relocated until mold remediation activities are complete.
Resources – Additional Resources May Be found at these links.
The Center for School Mold Help
http://www.schoolmoldhelp.org/
Mold in My School: What Do I Do?
http://www.edfacilities.org/pubs/mold.pdf
EPA: Mold Remediation in Schools and Commercial Buildings
http://www.epa.gov/mold/mold_remediation.html
Investigating and Remediating Mold in Minnesota Public Schools
http://www.health.state.mn.us/divs/eh/indoorair/schools/mold.html
Vaccines
The Predicament – Vaccines are indiscriminate medications with potentially serious side effects which are forced upon children under the law for school attendance. Parents and lawmakers are coerced and bullied into administering vaccines as a ´good thing´ and told that all good parents vaccinate through coercion campaigns such as "If you love them, protect them."
Parents are rarely told that there are also dangers associated with vaccines. They are not told that these dangers are known and that they are allowed… that their individual child may be knowingly ´scarified´ for the perceived greater good.
The quandary lies in the side effects of both altering the developing natural, innate immune system of children and of introducing toxic adjuvants into a child´s developing body.
Common adjuvants found in vaccines include mercury, formaldehyde, aluminum, phenol, menthol, antifreeze, and squalene. These adjuvants have been linked to allergy, autism, autoimmune disease, paralysis, sudden death, brain inflammation, seizures, behavioral problems, and Gulf War syndrome. Adjuvants are added to get a rise out of the immune system in an effort to induce immunity to the viruses introduced in the vaccination process. Some children are less able to metabolize these toxicants, leaving them systemically poisoned. It is believed that this may lead to autism, brain swelling, and seizures increasngly seen in the hours after common childhood vaccinations are administered.
Another issue is whether vaccines actually do what they are purported to do. Politicians and pharmaceutical companies lead the public to believe that vaccines protect children from illnesses and eradicated dangerous diseases. However, close examination of the scientific evidence shows that these diseases were nearly extinct by the time the vaccines were introduced.
Cases of measles steadily declined from the late 1800´s until 1960. By 1970, measles was eradicated. It was just after this eradication that the measles vaccine was introduced.
By 1910, the incidence of diphtheria and whooping cough had dropped dramatically and continued to drop through the 1940´s and 1950´s when these diseases became rare. The vaccines were introduced after the diseases became rare.
In 2009, students face a double dose of a new experimental vaccine for Swine Flu (H1N1). This vaccine may be laced with both mercury and squalene, both of which have been implicated in autism and Gulf War syndrome. The 1976 Swine Flu vaccine paralyzed more people than the flu itself harmed.
Vaccine damaged children face a lifetime of chronic illness and disability.
The Solution – The most important thing a parent can do is to do their own research of both sides of the vaccine argument, consult their trusted physician, and make only fully informed decisions about their child´s health. It is important to remember that a physician is not likely to offer both sides of the equation. Such information must be gathered by reading between the lines of actual scientific studies and contacting advocacy organizations who have collected this information.
Should a parent decide that vaccinations are too risky, vaccine exemptions exist in most states for religious, medical, and philosophical reasons.
Should a parent decide to vaccinate with some or all of the current recommended vaccines, it is imperative to insist on full-disclosure of ingredients in the brand of vaccines being given to the child. Research these ingredients for awareness of their potential effects and to ensure personal comfort with the selected brand. Some parents choose to have only one shot given at an office visit to minimize overload of the immune system. Others select only the most important shots and forego the rest.
Resources – Additional Resources May Be found at these links.
Disease decline before introduction of immunization
http://www.whale.to/vaccines/decline1.html
MCSA Vaccine Information Page
http://www.mcs-america.org/VaccineAutismConnection.pdf
Vaccine Exemption Forms Online - by State or Country
http://www.unhinderedliving.com/statevaccexemp.html
National Vaccine Information Center
http://www.nvic.org/
CDC 2009 Child & Adolescent Immunization Schedules
http://www.cdc.gov/vaccines/recs/schedules/child-schedule.htm
Cry of the Heart, Stop Hurting the Children: The Medical Terrors of Vaccinations
http://www.thenhf.com/Cry_of_the_Heart.pdf
Certain School Supplies
The Predicament – Many school supplies contain toxic chemicals, such as PVC (polyvinyl chloride), lead, pesticides, and other toxic substances which can disrupt hormones and cause allergies and other illnesses.
The Solution – Choose safer school supplies. Schools may be encouraged to list only safer school supplies on parent buy lists. School supplies should never include hand sanitizer, PVC containing supplies, or lead.
Resources – Additional Resources May Be found at these links.
Getting Schooled for Back-to-School
http://www.watoxics.org/safer-products/getting-schooled-for-back-to-school
The Guide to Less Toxic School Supplies
http://tinyurl.com/mmnfbm
Back to School Guide to PVC-Free School Supplies
http://www.chej.org/publications/PVCGuide/PVCFree.pdf
Reference
1] Indiana University (2007, July 26). Pesticides and Schools: A 'Tragic' Health Hazard.
This article originally appeared in the MCS America News, September 2009 Issue http://mcs-america.org/september2009.pdf. For more articles on this topic, see: MCSA News.
Copyrighted 2009 Lourdes Salvador & MCS America
It hides in the nation´s schools and threatens children´s health, stultifying them through toxic exposures. Children succumb to chronic physical, mental, and behavioral disorders as a result. Toxic exposures in schools create hebetudes out of children, who are no longer able to learn, grow, and thrive with vigor.
Children´s health is declining in epidemic proportions as the prevalence of autism, attention deficit hyperactivity disorder, asthma, behavioral disorders, depression, anxiety, fatigue, and autoimmune disease flourishes. All of these disorders have been correlated with toxic environmental exposures.
This disastrous decline of childhood health is imparted by toxic substances. Studies by the Environmental Protection Agency (EPA) provide evidence that indoor air quality is much worse than the air outside which we already accept as highly polluted.
The exposures children receive in school are not the kind of toxic waste tightly regulated by law, but everyday toxins and toxicants which people have been misled to believe are safe. They are pesticides, cleaning chemicals, fragrances, mold, vaccines, and certain school supplies.
Children are exposed to all these substances while getting ready to go back to school and while attending classes. Increasing numbers of parents are advocating for safer schools and policy changes to protect children´s health.
This investigation examines the concerns raised by six toxic exposures encountered by the nation´s school children and explores other options. It is up to parents to approach their school district and demand policy changes to protect their children. Schools should be a safe place conducive to learning. As this investigation will show, this is not currently the case in the majority of school settings.
Pesticides
The Predicament – "Pesticides in schools are a pervasive, unnecessary health hazard," says Marc Lame, an entomologist and professor in Indiana University's School of Public and Environmental Affair. "Over 80 percent of schools in America are applying pesticides on a regular basis, whether they have a pest problem or not."[1]
Pesticides are well-documented neurotoxicants, yet we are led to believe that when used correctly, they can poison bugs and rodents while leaving humans unscathed. Evidence shows that pesticides persist in the environment. Because pesticides persist for months and years, they continue build up to toxic levels for humans when applied on a routine basis.
Pesticide poisoning is a commonly misdiagnosed as flu or another illness. Many pesticides are nerve poisons and disrupt hormonal balance. Symptoms of pesticide toxicity vary widely and may include headache, nausea, dizziness, increased sweating, increased salivation, tearing, muscle twitching, weakness, tremor, loss of coordination, vomiting, abdominal cramps, diarrhea, genetic damage, immune deficiency disorders, neurological disorders, central nervous system disorders, and multiple chemical sensitivity. Children may exhibit behavioral abnormalities.
Children absorb greater concentrations of pesticide poisons per pound of body weight through inhalation (faster respiration rate), ingestion, and contact with the skin. Children are more likely to play on treated floors. Their immune system is not fully developed and this developmental stage leaves them at greater risk from toxic exposures than adults. Even minute doses of neurotoxins can significantly impair the learning process in children and reduce IQ.
The Solution – Applying pesticides does not prevent pests. Unless pests are present, applying pesticides accomplishes nothing more than exposing occupants to toxic substances. Integrative pest management, on the other hand, dictates that the least toxic method of pest control is employed in a specific area only when evidence of infestation is found. Regular cleaning and reduction of clutter makes schools and homes less appealing to pests. Should a pest problem arise, there are many natural and healthy alternatives to synthetic pesticides which are quite effective if the school district is open to their use. A free PDF file with many safe solutions, The Best Control II by Stephen Tvedten, may be downloaded from:
http://www.stephentvedten.com/
Resources – Additional Resources May Be found at these links.
Beyond Pesticides: Select Studies on Pesticides and Children's Health
http://tinyurl.com/n4rzsf
Health Effects of 48 Commonly Used Toxic Pesticides in Schools
http://tinyurl.com/n3qcg3
EPA: Integrated Pest Management (IPM) in Schools
http://www.epa.gov/opp00001/ipm/
Cleaning Chemicals
The Predicament – A growing body of science reveals that cleaning chemicals used in schools affect children´s learning and productivity. Cleaning and sanitizing surfaces helps to prevent the spread of germ borne illnesses. Cafeteria seating, desks, chairs, flooring, door knobs, water fountains, and restrooms are all areas which schools need to clean on a regular basis. Household cleaning products are among the most hazardous chemicals found in a home, yet schools are cleaned daily with highly concentrated industrial chemical agents designed to ´kill´ germs.
The fear of germs has been expounded upon by the chemical industry as an advertising ploy, though studies have shown that washing hands with ordinary soap is just as effective as using hand sanitizers which contain registered pesticides to "kill" germs.
Often, industrial cleaning chemicals are highly fragranced to impart a "clean" image. Fragrance itself can be problematic in schools and has been linked to allergies, asthma, respiratory disease, neurological problems, behavioral changes, chronic fatigue, and multiple chemical sensitivity.
The Solution – The new ´green´ environmental movement provides a perfect route to introduce green cleaning into schools. While green cleaning is not necessary non-toxic, it is generally a vast improvement over traditional cleaning. Entire product lines exist for green cleaning and several school districts have already started green cleaning programs at the urging of parents. These districts serve as ideal prototypes to introduce green cleaning in other districts.
Tips for selecting safer cleaners:
Read the labels!
Choose products with natural, non-toxic, biodegradable ingredients.
Avoid products with any warnings on the label.
Choose pump spray or cloth applications over aerosol products.
Encourage cleaning activities after hours when students and staff are not present.
Limit quantity and use to actual needs.
Ensure products are properly diluted.
Do not permit the use of solvents.
Select only low-VOC and no-VOC products.
Additionally, discourage the use of air ´freshener´ products. They do nothing to clean the air, but rather pollute it with toxic chemicals children and staff are forced to breath. Properly cleaned facilities will not be odorous and do not need to be scented.
Schools will often resist changing products due to contracts with suppliers and concerns over the effectiveness of safer products. It may be necessary to provide evidentiary summations to quell these fears.
Resources – Additional Resources May Be found at these links.
Greening Schools
http://www.greeningschools.org/
Healthy Schools Campaign
http://tinyurl.com/ktgaog
Standing up for Illinois Green School Cleaning
http://tinyurl.com/mtfol4
National Institute of Building Sciences: Green Cleaning in Schools
http://www.edfacilities.org/rl/green_cleaning.cfm
Environmental Law Institute: Green Cleaning in Schools
http://tinyurl.com/lxwyaj
Cleaning for Healthy Schools Toolkit
http://www.cleaningforhealthyschools.org>
Fragrances
The Predicament – Fragrances are found in personal hygiene products, soap, laundry detergent, fabric softener, perfumes, lotions, deodorants, air fresheners, cleaning products, some processed food products, and many other seemingly innocuous products used on a daily basis by the average person.
Fragrances contain neurotoxicants which have been scientifically proven to reduce air flow and induce neurotoxicity. Fragrance contains anywhere from 3,000 – 5,000 chemical toxicants, of which 80% have never been tested for human safety. A staggering number of these chemical toxicants are on the EPA hazardous waste list, yet they are found in fragrance because the fragrance industry is unregulated by any independent governing body and is not required to list ingredients on the label.
A study at Anderson Laboratories in Vermont concluded that fragrance chemicals caused a variety of acute toxicities in mice after an hour long exposure to breathing five commercial colognes. The researchers discovered "the emissions of these fragrance products caused various combinations of sensory irritation, pulmonary irritation, decreases in expiratory airflow velocity, as well as alterations of the functional observational battery indicative of neurotoxicity."
The ingredients in common perfumes are toxicants, not only to the user, but to all students and staff forced to share the same airspace. Fragrances can also alter mood by altering neurotransmitter (brain) function. This may lead to allergies, asthma, respiratory disease, behavioral problems, depression, anxiety, fatigue, and multiple chemical sensitivity.
The Solution – With the advent of soap, water, and shower facilities, fragrances are no longer a necessary part of hygiene. A healthier diet often corrects exceptionally bad body odor which adolescents are tempted to cover up with scent that only adds to the stink.
More and more schools are moving towards fragrance free policies and these schools serve as a prototype to introduce a fragrance free policy in other school districts. Students and parents may be encouraged to purchase fragrance-free products for personal care and laundry.
Resources – Additional Resources May Be found at these links.
Access Board Policy to Promote Fragrance-Free Environments
http://www.access-board.gov/about/policies/fragrance.htm
David Thompson Health Region: Scent Free Workplace Policy
http://mcs-america.org/ScentFreeWorkplace.pdf
DHS Oregon Fragrance Guidelines
http://www.oregon.gov/DHS/ph/worksites/toolkit/docs/fragranceguidelines.pdf
EPA Fragrance Ingredient List
http://www.epa.gov/opprd001/inerts/fmaingredient.pdf
FMA Air Freshener Fragrance Ingredient Survey Results (PDF File)
http://www.fmafragrance.org/sub_pages/090318AirFreshenerList.pdf
Fragrance Free Policy: New Brunswick Board of Education, School District 8
http://www.district8.nbed.nb.ca/district8policy/pages/series800.htm#8056
Fragrance Free Policy - Portland Call Center Fragrance Free Policy
http://www.mcs-america.org/PortlandCallCenterFragranceFreePolicy.doc
Fragrance Free Policy - Portland Records Dept Fragrance Free Policy
http://www.mcs-america.org/PortlandRecordsDeptFragranceFreePolicy.doc
Fragrance Free Policy: University of Toronto Guideline on the Use of Perfumes and Scented Products
http://www.ehs.utoronto.ca/Assets/ehs3/documents/Scents+Brochure+March+2006.pdf
Fragrance Free Sign: Brooks University:
http://www.brocku.ca/oehs/graphics/Fragrance_Free_Sign.pdf
Massachusetts Nursing Association Webinar: "Fragrance Free! Creating a Safe Healthcare Environment"
http://courseserver.com/mna
Minnesota HB 2148, "Fragrance-Free Schools Pilot Project,"
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2148.0.html&session=ls85
Scent Free Facilities, Organizations, and Events (2003-2005)
http://www.mcscanadian.org/pdf/scentfree2005.pdf
University of Toronto Guideline on the Use of Perfumes and Scented Products
http://www.ehs.utoronto.ca/Assets/ehs3/documents/Scents+Brochure+March+2006.pdf
Mold
The Predicament – Mold may be both a biotoxin and an allergen. Mold and dampness in schools causes many health problems for both teachers and students, including respiratory disease, asthma, allergies, immune disease, behavioral disorders, and toxic poisoning. Occupying a moldy building nearly doubles the chance of asthma.
Allergic symptoms of mold exposure include congestion, sneezing, watery eyes, sore throat, cough, skin irritation, headache, fatigue, and light sensitivity. Toxic mold exposure symptoms include neurological disorders, behavioral changes, chronic fatigue, and chemical sensitivity.
There are many different kinds of bacteria, fungi, and spores which grow on nearly any surface under the right conditions. Moist places, such as air ducts, ceilings, and plumbing enclosures are most problematic. Schools frequently neglect regular cleaning of these out-of-reach places and mold can develop and fester quite readily. While energy efficient, the typical hermetically sealed school does not allow moisture to escape through adequate ventilation.
The Solution – It is never okay to occupy a molding building. Check regularly for mold and exit the premises until proper remediation is complete. Preventing dampness is the key to avoiding mold contamination. School districts should have policies in place which mandate regular inspections for mold. Students and staff should be relocated until mold remediation activities are complete.
Resources – Additional Resources May Be found at these links.
The Center for School Mold Help
http://www.schoolmoldhelp.org/
Mold in My School: What Do I Do?
http://www.edfacilities.org/pubs/mold.pdf
EPA: Mold Remediation in Schools and Commercial Buildings
http://www.epa.gov/mold/mold_remediation.html
Investigating and Remediating Mold in Minnesota Public Schools
http://www.health.state.mn.us/divs/eh/indoorair/schools/mold.html
Vaccines
The Predicament – Vaccines are indiscriminate medications with potentially serious side effects which are forced upon children under the law for school attendance. Parents and lawmakers are coerced and bullied into administering vaccines as a ´good thing´ and told that all good parents vaccinate through coercion campaigns such as "If you love them, protect them."
Parents are rarely told that there are also dangers associated with vaccines. They are not told that these dangers are known and that they are allowed… that their individual child may be knowingly ´scarified´ for the perceived greater good.
The quandary lies in the side effects of both altering the developing natural, innate immune system of children and of introducing toxic adjuvants into a child´s developing body.
Common adjuvants found in vaccines include mercury, formaldehyde, aluminum, phenol, menthol, antifreeze, and squalene. These adjuvants have been linked to allergy, autism, autoimmune disease, paralysis, sudden death, brain inflammation, seizures, behavioral problems, and Gulf War syndrome. Adjuvants are added to get a rise out of the immune system in an effort to induce immunity to the viruses introduced in the vaccination process. Some children are less able to metabolize these toxicants, leaving them systemically poisoned. It is believed that this may lead to autism, brain swelling, and seizures increasngly seen in the hours after common childhood vaccinations are administered.
Another issue is whether vaccines actually do what they are purported to do. Politicians and pharmaceutical companies lead the public to believe that vaccines protect children from illnesses and eradicated dangerous diseases. However, close examination of the scientific evidence shows that these diseases were nearly extinct by the time the vaccines were introduced.
Cases of measles steadily declined from the late 1800´s until 1960. By 1970, measles was eradicated. It was just after this eradication that the measles vaccine was introduced.
By 1910, the incidence of diphtheria and whooping cough had dropped dramatically and continued to drop through the 1940´s and 1950´s when these diseases became rare. The vaccines were introduced after the diseases became rare.
In 2009, students face a double dose of a new experimental vaccine for Swine Flu (H1N1). This vaccine may be laced with both mercury and squalene, both of which have been implicated in autism and Gulf War syndrome. The 1976 Swine Flu vaccine paralyzed more people than the flu itself harmed.
Vaccine damaged children face a lifetime of chronic illness and disability.
The Solution – The most important thing a parent can do is to do their own research of both sides of the vaccine argument, consult their trusted physician, and make only fully informed decisions about their child´s health. It is important to remember that a physician is not likely to offer both sides of the equation. Such information must be gathered by reading between the lines of actual scientific studies and contacting advocacy organizations who have collected this information.
Should a parent decide that vaccinations are too risky, vaccine exemptions exist in most states for religious, medical, and philosophical reasons.
Should a parent decide to vaccinate with some or all of the current recommended vaccines, it is imperative to insist on full-disclosure of ingredients in the brand of vaccines being given to the child. Research these ingredients for awareness of their potential effects and to ensure personal comfort with the selected brand. Some parents choose to have only one shot given at an office visit to minimize overload of the immune system. Others select only the most important shots and forego the rest.
Resources – Additional Resources May Be found at these links.
Disease decline before introduction of immunization
http://www.whale.to/vaccines/decline1.html
MCSA Vaccine Information Page
http://www.mcs-america.org/VaccineAutismConnection.pdf
Vaccine Exemption Forms Online - by State or Country
http://www.unhinderedliving.com/statevaccexemp.html
National Vaccine Information Center
http://www.nvic.org/
CDC 2009 Child & Adolescent Immunization Schedules
http://www.cdc.gov/vaccines/recs/schedules/child-schedule.htm
Cry of the Heart, Stop Hurting the Children: The Medical Terrors of Vaccinations
http://www.thenhf.com/Cry_of_the_Heart.pdf
Certain School Supplies
The Predicament – Many school supplies contain toxic chemicals, such as PVC (polyvinyl chloride), lead, pesticides, and other toxic substances which can disrupt hormones and cause allergies and other illnesses.
The Solution – Choose safer school supplies. Schools may be encouraged to list only safer school supplies on parent buy lists. School supplies should never include hand sanitizer, PVC containing supplies, or lead.
Resources – Additional Resources May Be found at these links.
Getting Schooled for Back-to-School
http://www.watoxics.org/safer-products/getting-schooled-for-back-to-school
The Guide to Less Toxic School Supplies
http://tinyurl.com/mmnfbm
Back to School Guide to PVC-Free School Supplies
http://www.chej.org/publications/PVCGuide/PVCFree.pdf
Reference
1] Indiana University (2007, July 26). Pesticides and Schools: A 'Tragic' Health Hazard.
This article originally appeared in the MCS America News, September 2009 Issue http://mcs-america.org/september2009.pdf. For more articles on this topic, see: MCSA News.
Copyrighted 2009 Lourdes Salvador & MCS America
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