Environmental Justice and The Indoor Environment
National Education Association Health Information Network
February 1998
“All communities and persons across this Nation should live in a safe and healthful environment.”
With these words, President Clinton issued Executive Order 12898 on February 11, 1994 to establish environmental justice as a national priority.
What is Environmental Justice?
According to the United States Environmental Protection Agency (EPA, 1994), environmental justice means that, “all people should be treated fairly under environmental laws without discrimination based on race, ethnicity, culture or economic status.”
Studies document that certain groups have been exposed to higher levels of environmental pollutants than the general public. Historically, race and socioeconomic status have correlated with unequal distribution of environmental health risks. It is important to note, however, that environmental justice means that “all people should have an opportunity to live in a healthy environment. All people should be able to breathe clean air, drink clean water, and consume uncontaminated foods” (EPA, 1994).
What Are Some Examples of Indoor Environmental Inequities?
Radon. Radon is the second leading cause of lung cancer in the US, and is the leading cause of lung cancer in non-smokers. EPA estimates that nearly one in 15 or six million homes in the US may have indoor radon levels at or above 4 pCi/L (picocuries per liter), the level at which EPA recommends action should be taken. Nearly one in five schools in the US has at least one room, or more than 73,000 schoolrooms in all, with radon levels above 4 pCi/L (EPA, 1993 School Measurement Guidance). Radon exposure coupled with smoking significantly increases the risks of developing lung cancer. A 1996 study by the Conference of Radiation Control Program Directors (CRCPD) found that people of color, with the exception of Native Americans, and low-income groups tend to be less aware of the effects of radon, and less likely to test for radon. People of color and/or low-income groups are proportionately over-represented among the ranks of smokers. Additionally, lower income groups are more likely to allow smoking in their homes (CRCPD).
Environmental Tobacco Smoke. Environmental tobacco smoke (ETS), or second-hand smoke, causes 3,000 lung-cancer deaths in non-smoking Americans each year (EPA, 1995). Nearly 9 out of 10 non-smoking Americans are exposed to ETS. Exposure to ETS is higher among children, African Americans, and males (Third National Health and Nutrition Examination Survey). A 1996 study by the American Lung Association (ALA) found that children exposed to ETS at home were 70% more likely to have wheezing with colds, 60% more likely to go to emergency rooms for wheezing, and 40% more likely to have persistent wheezing, compared with children in homes without ETS. Not surprisingly, the EPA estimates that each year, ETS exacerbates the asthma condition in 200,000 to 1 million asthmatic children, and may contribute to thousands of new childhood asthma cases.
Asthma. Asthma is the leading serious chronic illness of children in the US. Asthma can be aggravated by exposure to pollutant “triggers” such as ETS, molds, and allergens such as cockroaches, animal dander, and dust mites. Asthma triggers may be more prevalent inside homes with indoor air quality (IAQ) problems such as inadequate ventilation, accumulation of allergens, or mold and mildew problems resulting from cracks and leaks in building surfaces. Poor IAQ, often found in deteriorating housing units, combined with outdoor air pollution will further exacerbate an asthma condition. Disproportionate numbers of people of color and of low-income live in areas of high outdoor air pollution, and may be exposed to more environmental asthma triggers. These exposures, along with factors such as lack of access to preventative health care, may explain why the ALA found that although African Americans represent one in eight of the US population (12.5%), they account for one in five deaths due to asthma (21.5%). In addition, Hispanic children are more likely to have suffered from asthma at some point in their lives than children of any other ethnic group (American Journal of Public Health, 83:4, 1993).
School Indoor Environmental Quality. Asthma is the number one cause of school absences due to a chronic condition in the US. It is essential that schools have a healthy indoor environment, especially since children spend so much time in schools. Poor IAQ can increase the potential for long and/or short term health problems, reduce productivity for school employees and students, and accelerate deterioration of and/or reduce efficiency of ventilation equipment. A 1995 school facilities survey by the US Government Accounting Office found that about half of US schools, serving 21 million students, reported at least one unsatisfactory environmental condition, such as air quality, poor ventilation, or heating and lighting problems. Lack of resources and existing school facility problems can be obstacles to improving IAQ in schools.
Carbon Monoxide. An estimated 1,000 people die each year as a result of carbon monoxide (CO) poisoning and thousands of others end up in hospital emergency rooms (EPA). At high concentrations, carbon monoxide can cause coma and death within minutes. Two common causes of fatal or near-fatal CO poisoning are misuse or malfunction of heating devices and motor vehicle exhaust. Between 1979 and 1988, unintentional deaths due to carbon monoxide were almost three times higher for males than for females. Race-specific death rates were more than 20% higher for African Americans than for whites (Journal of the American Medical Assoc., 266:5, 1991).
Lead. Lead poisoning in children causes impaired physical and mental development, including learning disabilities and reduced attention spans. The main source of lead poisoning is the ingestion of deteriorating lead-based paint in older housing. Lead dust that is inhaled poses an additional danger, as it is almost completely absorbed into the lungs. A blood lead level of 10 mg/dL (micrograms of lead per deciliter of blood) is the level above which some action should be taken. Phase 2 of the Third National Health and Nutrition Examination Survey (NHANES III), conducted from 1991 to 1994, found that blood lead levels for Americans have declined dramatically, with about one in 23 children in the US having blood lead levels greater than the current action level. However, blood lead levels remain higher among children in low-income families. Many inner city buildings and low-income housing units contain deteriorating lead-based paint. These buildings often contain lead in the drinking water from pipes and fixtures, and lead in soils. More than one in five African American children living in older homes have elevated blood lead levels (NHANES III).
Recommended Actions
- Encourage parents to test for lead exposure in all children in the primary grades and younger.
- Encourage community members to test their homes and schools for radon, and contact their state radon office if high radon levels are found.
- Encourage parents to restrict smoking inside their homes, especially if their children are asthmatics.
- Reduce potential asthma triggers in your home if family members are asthmatics.
- Educate yourself and others about CO poisoning.
- Encourage schools to implement EPA’s IAQ Tools for Schools Action Kit to remediate as well as prevent potential IAQ problems.
Consider Children
Environmental justice means that all people should have an opportunity to live in a healthy environment — including children. Intergenerational equity means “that younger or older generations, or future generations, should not bear greater environmental burden” (EPA).
EPA’s Environmental Health Threats to Children report (1996) recognizes that children are particularly at risk from environmental health hazards in three ways:
- Children are more susceptible to environmental threats. Their bodies are experiencing rapid changes in growth and development. Their immune systems are also developing, and they may be less able than healthy adults to recover rapidly from illnesses and stressors.
- Children are more exposed to environmental threats. They eat proportionately more food, drink more fluids, breathe more air, and play outside more than adults. This means that children may breathe in or ingest more pollutants per pound of body weight. For example, children absorb and retain a larger percentage of ingested lead than adults, which increases the toxic effects of the lead (Journal of Pediatric Health Care, 2:1, 1988).
- Children are exposed to different environmental hazards. Children are least able to protect themselves, and their natural curiosity and tendency to explore leaves them open to health risks adults can more easily avoid. When children crawl on the ground or floor, or play outside, they are more exposed to potentially contaminated dust and soil, lead paint, household chemicals, and other hazardous substances.
Working With Communities
As you reach out to your school or community, there are several things that you should do:
- Learn more about the health issues of concern. An understanding of the possible environmental health risks in the school or community is a first step to action. Contacting the local health department and environmental organizations in the community, and the appropriate informational hotlines provides a better understanding of local environmental health issues.
- Learn about the school or community. Familiarize yourself with the members of the school or community. An understanding of the diversity of the community will help determine how to solve potential problems. Getting a sense of what community members’ priorities are will help you assess what needs to be done and how to approach the school or community.
- Identify the respected leaders in the community. Work with the respected leaders in the community to better understand the history and needs of the community. Experienced leaders can share insight into effective community outreach.
- Identify and work with communication channels. Build a strong line of communication within the school or community to raise awareness about potential environmental health risks. Effective lines of communication increase participation and can ease fears and misconceptions.
- Make meetings accessible. Increasing community participation requires scheduling meetings and events at convenient times and in places that are perceived as safe and welcoming to all community members. When appropriate, make sure that bilingual services and publications are available.
- Involve children. Children are often the most at risk from environmental health hazards. It is important to include children in your efforts not only because their health is so important, but also because it can be an effective way to reach adults.
- Work with established grassroots coalitions. Identify organizations, leaders, and community members who are working on environmental health issues. Working in a coalition is an effective way to maximize materials, personnel, informational, and financial resources to address a wide range of environmental health issues.
- Identify potential resources. If there are environmental health risks facing the school or community, it is helpful to find financial and materials support for your efforts. Support can be found through public and private grants. In some cases, it may be helpful to work with local housing agencies and health clinics.
TERMS COMMONLY USED BY THE FEDERAL GOVERNMENT
Environmental Justice: The fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. Fair treatment means that no racial, ethnic, or socioeconomic group should bear a disproportionate share of the negative environmental consequences resulting from industrial, municipal, and commercial operations, and from the execution of federal, state, local, and tribal programs and policies.
Affected Communities: Individuals or groups of individuals who are subject to an actual or potential health, economic, or environmental threat arising from, or which arose from, pollution sources or proposed polluting sources. For example, affected parties include individuals who live near pollution sources and whose health is or may be endangered or whose economic interest is directly threatened or harmed. Low-Income Community: A population that is classified by the U.S. Bureau of the Census as having an aggregated mean income (for a family of four) of $13,359 per year, adjusted for by the cost-of-living index of the locality, and whose income level is at the lowest 25% of the total population of a defined area or jurisdiction.
People of Color Community: A population that is classified by the U.S. Bureau of the Census as African American, Hispanic American, Asian and Pacific American, American Indian, Eskimo, Aleut and other non-white persons, whose composition is at least 25% of the total population of a defined area or jurisdiction.
Tribe: All federally recognized American Indian tribes (including Alaskan Native Villages), pueblos, and ranchers. The term tribe refers to only federally recognized indigenous peoples.
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