Re:[occ-env-med-l] Real World Approach To Asthma/Respiratory Issues in Philadelp

[Guest guest]

Timely discussion on the occ-env-med board:

Jerry XXXXwrote:

What is one to do? I find myself arguing that these situations need

to be better controlled and that dust, dirt, debris and noise should

be minimized in these occupied environments. The school district

says, " we'll try to do our best but, you know, those reported

symptoms and illnesses, including the 2 kids with acute asthma rushed

to the local hospital, are not related to the construction. " When I

ask how they can know such a thing - I don't claim I know them to be

directly causative - the response is that there was no visible mold

and there is nothing really known that can specifically link these

conditions to the individual's health impact.

What can be said in this type of situation? How should we think

about the connection between reports of breathing problems in an

occupied building in which construction is occurring? What links can

be made without either exaggerating nor understating the risks,

hazards, and concerns?

The advice, help, input and recommendations of the group is most

appreciated.

Jerry

I have seen both children and teaching staff harmed by such denials of

reality. After 9/11, I received calls from the PTA of a specialty high school

for

math and science in that area, telling me students had been told they would

lose their places in that august institution, if they took a leave of absence

while the dust and rubble was still being kicked up daily all around them.

Kids suffering nosebleeds, breathing problems and headaches were afraid to stay

home or request transfers to other schools. I heard little from those

teachers but much from other working individuals in that region of the city.

I used to run school programs. The answer is to inform the parents of the

children who are showing adverse signs, about environmental conditions which may

or may not be contributing to their problems. Let them have the choice of

getting an appropriate assessment of their children in which the consulting

professionals will have knowledge of the circumstances if the parents choose

to do follow-up. It isn't up to the administration to determine that symptoms

are, or are not, directly caused by environmental factors.

The parties involved must have a chance to alleviate short-term problems

stemming from this source and can only do so by experimenting with avoidance of

those potential triggers. Are the children better on weekends? In the

mornings before school? Without understanding teh situation, parents can do

nothing about them. It is certainly the only way to reduce the potential for

one

or more children to suffer permanent health impairments.

In general, it is best for parents to be informed routinely of activity

grossly affecting building 'homeostasis' as it were. Then they can keep watch

and

make determinations about their children's welfare according to each child's

known risk factors, in advance of symptoms developing. It also sets a tone

of easy communication between the school and families which is

non-adversarial and bodes well for overall management. This is advice from a

former

educator who was disabled by building conditions in a school, due to a failure

to

notify about conditions in accordance with pre-existing risk factors.

There is only one appropriate response. Talk to the parents of the children

demonstrating adverse health effects immediately. Then request a review of

general policy regarding disclosure of routine events affecting school IAQ.

If the administration refuses, advise them of the potential for liability and

suggest they test the IAQ themselves if they decide to go into the health

care business of determining risk for their staff and students. We know quite

a

bit now about individual diversity of tolerance and common inflammatory

esponses resulting from exposure to these types of irritants. Someone is

likely

to be hurt by denial.

Barbara XXXX, M.A.,

Developmental Disabilities Specialist

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