Snapshot of School Conditions (n = 39)
This section of the survey report is based on an analysis of 39 separate surveys, 14 from students, 4 from teachers and other school staff, and 21 from parents. (See comment on methodology, above).
One-quarter of respondents (26%, 10 of 38; one did not answer this question) did not consider their schools environmentally safe. Other problems included:
General facility deficits:
- 18 % (7 of 39 survey respondents) said their school had inadequate lighting; asked differently, 10 of 33 respondents (30%) said the lighting was not satisfactory, including two citing classrooms and seven citing halls as having unsatisfactory lighting
- 26 % (10 of 39 schools) had crumbling walls or ceilings
- 9 % (3 of 34) had no gym
- 35 % (13 of 37) had no playground
- 14 % (5 of 37) had no auditorium
- 24 % (8 of 33) had cracks in walls or ceilings of classrooms
- 18 % (6 of 34) had cracks in walls or ceilings of halls
- 27 % (8 of 30) had peeling paint in classes
- 17 % (6 of 35) had windows painted or nailed shut in classes or bathrooms
- 33 % (11 of 33) had poor ventilation/air circulation
- 73 % (27 of 37 schools) had no air conditioning, raising questions about their suitability for summer sessions for everyone, but especially for those on medications or with pre-existing health problems
- 24 % (6 of 25) had no heat or inadequate heat
- 43 % (12 of 28), without fans or vents and 4 reported with non-working fans/vents
- two of 34 (6%) schools had no water fountains
- 25 % (8 of 32) had fountains that did not always work
Health of Occupants:
- 42 % (16 of 38) had personal medical conditions, although clearly every school in every municipality will have occupants with health problems
- 42 % (6 of 14) reported that the building conditions made the health of occupants worse
- 31 % (11 of 35 schools) had offensive or musty odors
- 21 % (6 of 29) had toxic smells from cleaning fluids
Fire Safety:
- 35 % (9 of 26), without accessible fire alarms or extinguishers in classes, four without alarms or extinguishers in halls and 12 without them in auditoriums
- 15 % (4 of 27) respondents were unaware of a safe strategy for exiting the school
Overcrowding and class space:
- 42 % (14 of 33) of schools were overcrowded, 11 with more than 30 in each class, four holding classes in halls, two in auditoriums, and six without sufficient desks or chairs. Comment: Overcrowding can also affect fire safety, air quality, cafeterias, lavatories, building heating and cooling, and the ability to keep a building clean as well as complete minor repairs in a timely fashion.
Sanitation:
- 9 % (3 of 33) schools were reported as having sinks or toilets that did not function properly; 8 schools were reported having these facilities break down once a month or more often, and six had them out of order for a few days to a month at a time
- 34 % (11 of 32) had no soap in the bathrooms
- 20 % (7 of 35) had no toilet paper
- 45 % (14 of 35) did not have clean bathrooms
- 17 % (6 of 35) had brown or discolored water from faucets or fountains, and one was reported as having water with an offensive odor
- 37 % (13 of 35) had water that tasted strange
- 24 % (8 of 34) had dirty cafeterias
- 19 % (7 of 36 schools) did not have clean floors in cafeterias
- 17 % (6 of 36) did not clean up spills or food waste adequately
- 40 % (12 of 30) had garbage or discarded waste around the school
- 26 % (8 of 31) had evidence of roach or rodent problems
External pollution sources:
- 31 % (9 of 29) had school buses parked outside; at six schools these buses leave their engines on, sometimes as long an hour or more
- 34 % (10 of 29) were near bus depots, one was near a waste transfer station and another was near a sewage treatment plant
Playgrounds and equipment:
- 38 % (10 of 36) schools were reported as having no safety equipment such as rubber padding or matting for use on the playground
- 21% (6 of 29) had glass or other debris on the playground
- 35% (13 of 37) stated their schools did not have a playground at all
- Indoor areas fared better, with 94 % of schools reported as having a usable gym and 24 of those having safety equipment in the gym
Discussion:
Once the public school buildings of New York City were "Cathedrals of Learning", built by architects to inspire the children of New York to learn and succeed. Part of the old design features that promoted public health and controlled disease were large windows and high ceilings that helped with indoor air quality. Schools were also built on corner lots or with inset or interior courtyards to promote cross-ventilation. In addition, fifty to sixty years ago when many of the school facilities were in their prime, far fewer cleaning chemicals were in the marketplace, and few pesticides. At that time, children may have spent more hours playing out of doors. Today, however, children and most adults spend most of their time in indoor environments. The building decay of these schools has undermined learning and health, and provided children with daily role models of civic neglect and negligence. These unintended lessons have health and learning effects today, and may have unintended consequences tomorrow.
According to the US GAO report "Condition of America's Schools" an estimated 24% of New York State schools had indoor air problems; another 36% had ventilation problems; 21% had inadequate heating; 16% inadequate lighting; 28% poor plumbing; and some 11% life safety (fire) code problems.27 The results of this survey concur with the results of the federal survey. In our survey, while there was no direct question on indoor air pollution, 33% of schools were reported by survey respondents to have ventilation problems, 24% inadequate heating, 18% inadequate lighting, and 21% had plumbing that regularly breaks down; and fire safety was also deemed a problem.
Air Quality
A major concern was the lack of fresh air in schools. Seventeen percent of those responding said that some windows in their school are either painted or nailed shut; the estimates of how many windows ranged from one to 20. Four respondents had noticed windows painted or nailed shut in classrooms. Similarly, three said there were broken windows in their schools, in one case as many as 75. 28 When asked if their school’s windows open, one student responded, “They only let it open a little they have rules.” 29 This is problematic considering the number of responses indicating poor ventilation; if the windows either can’t open or aren’t allowed to be opened, this could be an indicator of Tight Building Syndrome, a condition in which buildings are sealed but have inadequate circulation and ventilation. “An analysis of the city’s most recent school-by-school engineering survey by The New York Times shows that at least 40 percent of the 1,100 school are plagued by porous roofs, disintegrating facades or windows that do not open or shut.” 30 A porous roof does not provide building ventilation; it provides for water infiltration, which sets up damp conditions for mold growth and contamination. Many survey respondents spoke of odors and fumes in school buildings. Combined with the aforementioned poor ventilation, this can be dangerous to children’s health. Thirty-two percent stated there was an offensive or musty odor in the building, and seven respondents (in the larger survey of 65) said they could pinpoint the source of the odor; the most frequent answers were the trash and the bathrooms. Furthermore, 21% complained of a strong, toxic smell coming from the cleaning fluids; most said the fumes smelled like ammonia, bleach, or chlorine.
One respondent wrote that the fumes “Smell very high and gives me a burning sensation in my nose,” 31 while another said that they “Smell like harsh bleaches or ammonia and it burns my nose and gives me headaches.” 32 Clearly, the use or mis-use of these cleaning agents is counterproductive, as it is interfering with learning by causing or exacerbating health problems.
Basic cleaning agents like these, when properly diluted and applied with good ventilation and drying times, can be used without undue health effects; there are, however, 'greener' products on the market that avoid strong or irritating odors and clean effectively. 33
Pests and pesticides.
Roaches and rodents are environmental hazards for several reasons. Not only do they carry diseases that can be transmitted to humans, but they can also aggravate existing conditions in humans, such as allergies or asthma. Furthermore, the pesticides used to combat these vermin can cause serious health effects in humans. The National Institute of Environmental Health Sciences stated that, “Respiratory problems, especially asthma caused by allergic reactions, are linked to antigens found in cockroach feces, saliva, eggs, and shed cuticles.” A study completed by the Department of Agriculture's Agricultural Research Service found that cockroach antigens remain in the same concentrations for at least five years and cleaning a room removed only 90% of the allergen. Another study concluded that cockroaches were the most common cause of asthma in inner city children” 34 . Again, laws exist in New York that prohibit pest infestations in schools. 35
Of those responding to the survey, 25% (8 of 31) said their school had a roach or rodent problem. Many respondents said that their roach/rodent problems were not very serious, but then went on to describe instances in which they had seen mice or roaches. This in itself is problematic, as it may indicate the low standards many respondents have in terms of pest infestation at their schools. One student replied that the roach/rodent problem in his/her school was, “Not that serious, I seen mice. I was at the auditorium sitting watching a performance and I felt something run over my feet. I look down a (sic) saw a mice (sic), in class I saw one too.” 36 Another respondent commented that the pest situation was “BAD! Vermin in the classrooms,” and then went on to say that, “The lunchroom at LaGuardia is horrible in terms of sanitation. People find bugs in the food and it is very filthy.” 37
As discussed previously in the introduction, the pesticides used to combat pests such as roaches and rodents can, in their own right, be dangerous to children’s health. Pesticides are poisons, designed to kill pests, but can also do a great deal of damage to humans, especially children, who are already more exposed to pesticides than adults. “Six million children live in poverty in America’s inner cities. These children are at high risk of exposures to pesticides that are used extensively in urban schools, homes, and day-care centers for control of roaches, rats, and other vermin…In New York State in 1997, the heaviest use of pesticides in all counties statewide was in the urban boroughs of Manhattan and Brooklyn,” 38 Pesticides are most likely to target the nervous system, but can also damage the brain, disrupt the immune system, and increase the risk of cancer. 39
The dangers of pesticides have become so widespread and so apparent that the US EPA has been called upon by numerous health, food safety, and environmental groups to ban the use of a common pesticide on food products. 40 EPA is in fact unable to keep up with the safety testing on a wide range of chemicals used in pesticides and cleaning products. None have been tested for safety on children and few have been tested in combination with others. Pesticides and their top-secret inert ingredients, like other toxic chemicals, are linked to learning disabilities, autism, attention deficit disorder, cancers, and other serious health problems.
Structural Problems
Structural problems such as cracks or holes in the walls and ceilings; cracked ceilings; and peeling paint were all addressed in the survey. These problems can, for the most part, be attributed to the fact that most of New York City’s schools have been poorly maintained for many years. The legacy of deferred maintenance and lack of code enforcement is endangering students and school employees. While some groups have found 50 years to be the life span of a school41 , many well-maintained civic and commercial buildings are as old or older.
One-quarter of those responding had noticed cracks in the ceilings of classrooms, and 18% reported cracks in the ceilings of hallways. Some comments about the structural integrity of the school were basic. One survey respondent told this story: “There’s scaffolding all around the building because the pointing is falling down. A few years ago and (sic) one of the old ceiling skylights shattered—thanks goodness not during a school day so no one was injured.” 42
Other issues are not as obvious, but potentially as dangerous. Cracks in walls and ceilings are problematic in that they indicate weaknesses in the building’s structure, and can expose people to lead and asbestos, and they also provide areas for roaches and other vermin to hide and breed. They can create dust, a condition that was noted by several survey respondents. One respondent, a parent, complained that, “Four years ago the board of education spent three million dollars to repair crumbling walls and ceilings. The job was not done properly and the conditions are returning. This should be reported to the public to see how SCA [the School Construction Authority] wastes money!” 43 The same parent, when later asked about worsening medical conditions, said, “The crumbling walls and ceilings are spreading lead dust in the air. The students reported feeling better when the walls and ceilings were repaired but as they fall apart again the children are feeling worst (sic)” 44 .
The results of the survey also indicated that peeling paint was an issue in many of the schools. Twenty seven percent reported peeling paint in classrooms, and 13% in hallways. Several survey respondents specifically stated that this was an area in need of improvement. When asked about general safety violations, there were comments such as, “Paint job that’s all,” and “Still have chip paint (sic) hallway door.” 46 Since most paint had lead in it until it was banned in the United States in 1978, and since the majority of New York City’s schools are over 50 years old and therefore almost certainly have lead paint on their walls, it is imperative that old paint layers remain covered and intact to protect children from exposure. The same issue exists for old playground equipment, especially in elementary schools. The Consumer Product Safety Commission says this threat is “primarily to children six years and under. Some equipment was painted with lead paint, and over time, the paint has deteriorated into chips and dust containing lead, due to exposure to sunlight, heat, moisture, and normal wear and tear. The lead paint chips and lead dust can be ingested by young children who put their hands on the equipment and then put their hands in their mouths.” 47 In either case, there are laws on New York’s books to address this problem. 48
Overcrowded Classes and Schools.
Overcrowded classrooms and classes held in nontraditional spaces are environmental hazards for a variety of reasons. Not only are they less conducive to learning, but illnesses spread more quickly in crowded classrooms. Moreover, according to “Running on Empty,” a report by the Campaign for Fiscal Equity, “Recent national research which demonstrates a strong link between smaller classes and improved student achievement has led to major initiatives in class size…It is clear that New York City’s schools have a substantial need for these promised class size reduction resources.” 49
Forty-two percent (14 of 33) of those responding to this survey thought that schools were overcrowded. It is easy to see why they felt that way, as 28% then indicated that there were thirty or more or more students in a class. A parent considered the school safe, “Except for overcrowding,” 50 and a student echoed similar sentiments by stating that the most obvious safety risk was that, “The school was overcrowded.” 51
Strikingly, many indicated that classes were being held in a variety of nontraditional spaces, such as hallways (4 of 31, 13%) and auditoriums (2 of 29, 7%). Furthermore, these classrooms, both traditional and nontraditional, were ill equipped for learning, as 18% (6 of 34) indicated that there were not enough desks and chairs to go around. Additionally, two respondents said they felt the lighting was not satisfactory in classrooms, and 23% (7 of 31) said the same of hallways. Once again, there are clear laws on the books regarding overcrowding and proper lighting requirements. 52
Fire Safety.
There are few images more frightening than that of a fire breaking out inside a school. Shockingly, the results of our informal survey indicate that some schools would not be prepared for such an emergency. One student felt that an obvious safety violation was, “The school has 10+ floors and a 1000+ students, I don’t recall seeing extinguishers and the school rarely has fire drills!” 53 Nearly half, 44% (17 of 39) of those responding to the survey said fire extinguishers and alarms were not easily accessible in classrooms. Similarly, 52% (12 of 23) said that extinguishers and alarms were not accessible in the auditorium. Furthermore, 22% (5 of 23) said their schools lacked illuminated fire signs, and of those with the signs, one said that they did not work. Fifteen percent (4 of 27) of those responding said their school lacked a strategy for exiting the building safely and quickly. When these statistics are combined with the poor ventilation and overcrowding, as inadequately lit halls, it would appear as though a disaster is only waiting to happen in New York City’s public schools.
Drinking Water Quality
The US EPA estimates that in 1998, approximately 30 million Americans drank water from systems that violated one or more public health standards. 54 Keeping this in mind, it is all the more disturbing that in our survey 18% (6 of 33) responded that the water coming out of the tap in their school was brown or discolored, and one said it had an offensive odor. One student reported that, “Water in the school smelled like sea water,” 55 and a parent said of the water’s taste, “It’s blah!” 56 One parent in particular specifically stated that the reason why he/she did not feel his/her school was a safe space was because, “The plumbing looks old.” 57 According to the National PTA, this is certainly a valid concern, as “Drinking water is another source of lead poisoning. Lead gets into drinking water when old pipes in the plumbing of a building wear down or corrode, or when lead solder is used to connect pipes.” 58 There are numerous laws regarding lead in water. Nevertheless, no school is required to test for lead at the tap.
Furthermore, although most survey respondents (32 of 34, 94%) reported having water fountains in their schools, 25% (8 of 32) indicated that the water fountains did not always work, meaning that students and school employees did not have access to drinking water throughout the school day. This too is a violation of law. 60
Public Health Problems at Schools
Clean and functional bathrooms, with toilet paper and soap, and clean cafeterias with fresh food and clean utensils, seem more like necessities than privileges, but unfortunately, many survey respondents indicated that they were being denied these basics, most of which are guaranteed by law. 60
Although most indicated that the sinks and toilets worked properly (30 of 33), when later asked how often the sinks and toilets broke down, a larger number of respondents answered affirmatively, with 5 stating sinks and toilets broke down once a month; 3 stating they broke down once a week or more often. When further asked for how long the sinks and toilets break down, six respondents said they break down for a few hours to one month at a time. When asked if the school was considered to be a safe space, a student commented, “In a way no because at times it’s not exactly a safe space in terms of plumbing and bathroom situation,” 62 and added that safety concerns included, “Plumbing, flooded toilets, no toilet tissue.” 63 When asked if toilet paper was available, 20% of respondents answered no or only sometimes. Soap was not available for 34% of respondents, and one parent commented that soap was only available “In the classroom not in the children (sic) bathroom.” 64 A significant percentage of respondents (42%) indicated that the bathrooms are not clean, and one astute parent commented that, “Overcrowded school leads to over-used bathrooms which sometimes get smelly- especially kindergarten’s ones.” 65 Other comments indicated that at least in some cases, “The teachers’ bathrooms are cleaner”66 than the students’.
One-quarter of respondents (24%, 8 of 34) indicated that the cafeterias were not clean, and 22% (7 of 32) said that the floors were not clean. Not only are clean floors unsanitary, but as dirt and waste accumulate on the floors, the risk of injury and of pest infestation also increases. Three of 31 respondents further indicated that the food served in their cafeterias was not fresh, and 26% (9 of 34) said that spills and food waste are not or seldom cleaned up adequately.
To further emphasize this point, 40% (12 of 30) of respondents indicated that garbage and discarded waste are present around the schools. 67 While the survey does not identify if the source of the garbage is the school, some comments lead to that conclusion. One student said that he/she was able to identify the musty or offensive odor in his/her school as, “The smell of food garbage, when you sit down, when you pass by the garbage outside, sometimes in the classroom it smells so awful like sweat.” 68 Clearly, the smell of food waste from the cafeterias or from sources near the schools should not be reaching classrooms and affecting children.
Playgrounds
Children in school should have access to a playground; this is a right protected by the New York City Health Code, which states that children cannot be kept in school for more than five hours without being given a recreation period during which the outdoor play space should be used whenever the weather permits. 69 Another law states that no school may be constructed in New York City without being attached to an open-air playground. 70 Given these laws, one would assume that all children attending New York City’s public schools would have access to playgrounds. However, over one-third of those responding to the survey—a startling 35% (13 of 37) -- said that their schools did not have a playground. Of those with playgrounds, 38% of respondents said that no safety equipment, such as rubber padding, matting, etc., was available for use on the playground. Twenty-one percent (6 of 29) complained that their playgrounds were strewn with pieces of glass and other debris—obvious safety hazards. 71
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