“Free to breathe, free to teach:” Indoor air quality in schools and respiratory health of teachers

Background and Objective: Recent research suggests that teachers have a higher prevalence of asthma than expected. Asthma exacerbations and allergies resulting from poor indoor air quality (IAQ) in schools can reduce teachers' productivity, concentration, and attendance. School buildings often exhibit IAQ problems due to the high occupancy and scarce maintenance funds. Excessive moisture is a recurrent problem which increases exposure to asthma triggers such as mold, dust mites, roaches, and rodents. We are investigating the indoor air quality and asthma exacerbations and allergies among North Carolina public school teachers. Methods: Structural factors affecting indoor air quality (IAQ) are assessed in participating schools through walk through inspections, modeled after the Environmental Protection Agency (EPA) “IAQ Tools for Schools” procedures. Relative humidity is monitored over time using data logging hygrometers in classrooms. Study participants are full-time classroom teachers who complete weekly surveys on respiratory health outcomes and classroom conditions. Results: Data were collected at 4 schools from 40 participants, who were followed for 4-8 weeks. Relative humidity ranged from 7-80%; and 20% of participants reported previously diagnosed asthma. Five more schools have been recruited to participate. Conclusions: We expect our results to provide locally relevant, scientific evidence of practical methods to reduce asthma triggers in schools through preventative maintenance and humidity control.