Posts

The back-to-school season is full of excitement, and let’s face it…sometimes stress and worries. To-do lists are long, to-don’t lists are sometimes even longer. One thing you shouldn’t have to worry about is the safety of your children in their school environment.

Fall is not only the back-to-school season but also a time to shed light on mesothelioma awareness. September 26th is Mesothelioma Awareness Day and is followed by Healthy Lung Month in October. Though mesothelioma is often thought of as an “old man’s disease,” it can be a danger to people of all ages.  Recent news headlines report asbestos contamination in children’s products, indicating our students are among those at risk.

What is asbestos?

Safe and Sound Schools has featured information on asbestos in the past. The important takeaways to know about this mineral are that it was once widely used, is not banned in the United States and that people are still definitely at risk of exposure. For children, the most likely way to come into contact with asbestos in schools is known as third-wave exposure.

These exposure cases stem from products that were manufactured long ago and that have asbestos fibers in them. These fibers lay dormant until disturbed. Asbestos was used as an additive for heat and electrical insulation and is often present in building materials. Once these materials degrade, are uncovered, or are improperly removed, the fibers are released.

The fibers can stay airborne for up to 72 hours, where they are at risk of being inhaled or settling onto other surfaces, like hair and clothing, that may be disturbed again. Upon inhalation, asbestos fibers embed themselves in sensitive internal tissues and can lead to scarring, tumors, and eventually cancer.

How is it a danger to children?

Asbestos is a danger to everyone. It has a dubious history of regulations in the United States that have lead to many lawsuits and a lot of confusion about how common it actually is. Litigation around asbestos exposure cases mainly focused on occupational cases in its heyday.

These numerous and costly lawsuits lead the EPA to issue the Asbestos Ban and Phase Out Rule in 1989, which was then overturned by 1991. This left the United States without comprehensive asbestos regulations and citizens without protection from the dangerous material. Conversely, developed nations like Canada, Australia, and the United Kingdom do have full bans.

These back-and-forth stances on asbestos have led the general public to believe that the mineral is banned when it is only laxly regulated. This makes it difficult for parents to know exactly when their family may be exposed.

Children are most likely to encounter asbestos at school in two ways; either the school building itself or in contaminated products like school supplies and children’s cosmetics. A report ordered jointly by Senators Markey (MA) and Boxer (CA) estimated that 69.5% of local education institutes still contained asbestos in their facilities.

The report also asserted that “the states do not appear to be systematically monitoring, investigating or addressing asbestos hazards in schools.” The last comprehensive report on asbestos in schools was conducted in 1984 and little updated data on the scope of this problem has been released since then.

The EPA’s Asbestos Hazard Emergency Response Act (AHERA) requires all public and non-profit schools districts to develop and maintain an asbestos response plan. However, according to Markey and Boxer’s report, “states do not report conducting regular inspections of local education agencies to detect asbestos hazards and enforce compliance.”

Recent news headlines also underscore that without regulation, asbestos can end up in any product. Last year, asbestos was found in a brand of crayons by the U.S. Public Interest Research Group (USPIRG). On the side of good news, their testing in 2015 revealed asbestos in many brands of crayons, but by 2018 the fibers were present only in one brand’s products.

There is no “safe” level of exposure to asbestos, but like cigarette smoking, repeated exposure increases your chance of contracting a health issue. Contaminated art products present particular harm since they are used frequently and are susceptible to breaking. Also, as anyone with a child can attest, things that shouldn’t be eaten are sometimes ingested by little ones.

What you can do to mitigate the risks

While Markey and Boxer’s report seems dubious on the efficacy of AHERA, it is possible for parents to request information from their local school district on compliance to the act. The report also found that most of the AHERA testing conducted recently was not part of the required routine inspections but as a reaction to complaints lodged by parents and school employees.

Since asbestos regulations in the U.S. are lax, being personally vigilant may be the best course of action for parents. There are a number of ways to do this.

  • If your child’s school does not make regular AHERA updates, request for them to do so. You can also request to see the asbestos management plan required by the act.
  • Read all product labels on children’s cosmetics and school supplies and check for any recalls. Products containing talc could also be contaminated with asbestos because the two minerals often co-occur in the ground.
  • If a company has had recalls in the past, avoid them. Check public interest groups like USPRIG for frequent reporting on where toxins may be found.

There are many things to be aware of during the fall season, particularly the safety of our children. Take Mesothelioma Awareness Day and Healthy Lung Month as times to educate yourself on hidden toxins and how to prevent contact with your child or student on a daily basis.

 


Guest Author:
Sarah Wolverton is a cancer advocate for Mesothelioma.com, where she brings attention to carcinogens people come into contact with every day.

Twitter: https://twitter.com/CancerAlliance

Facebook: https://www.facebook.com/MesotheliomaCancer

Editor’s Note:
This blog contains views, and positions of the author, and does not represent Safe and Sound Schools. Information provided in this blog is accurate and true to the best of the author’s knowledge. Safe and Sound Schools accepts no liability for any omissions, errors, or representations. The copyright to this content belongs to the author and any liability with regards to infringement of intellectual property rights remains with them.

Students make the best teachers. They are the eyes and ears of their schools…. the leaders of movements… and the galvanizers of change. In all the years I’ve spent traveling around the country, I’ve met some incredible students who are just as inspired as we are to create a nation of safer schools.

As excited as I was to meet these students, and thrilled that they understand the need for school safety, I felt frustrated that there wasn’t a way for them to turn their ideas into action. So fueled by their passion and bright ideas, we talked to our network of experts, students, teachers and administrators to build a new program: The Safe and Sound Youth Council.

The Safe and Sound Youth Council gives students a seat at the table and brings them into the national conversation of school safety. It is a leadership program, accessible to all, and gives students the support they need to assess their school’s safety, act with smart and sustainable changes, and audit their impact. At the same time, the Safe and Sound Youth Council provides them with a foundation of credibility to help bring their ideas to life.

We hope you will check out the program page to learn more about the Safe and Sound Youth Council. Please also share this program with your networks, especially any students. The faster we can get more Safe and Sound Youth Council chapters off the ground, the closer we’ll come to creating a nation of safer schools.

So thank you to Kaia, Noah, Trey, Makenzi, Colby, Anthony, John, Julia, Olivia, James, and the countless other students who helped bring to life this unique and empowering program. At Safe and Sound Schools, we will never give up, and thanks to the new Youth Council program, we can bring the students into the conversation and foster a new generation of champions who won’t give up, either.


Michele Gay, Co-founder and Executive Director of Safe and Sound Schools

 


Celebrated nationally every May, Teacher Appreciation Week offers students, parents, and other school community members an opportunity to recognize teachers for the important work they do in contributing to the education and safety of our children. As professionals tasked with inspiring young minds and laying the foundation for future leaders and professionals, teachers often go above and beyond the call of duty. From spending lunch and after school time providing our students with extra support, to spending their own money on classroom supplies, to becoming emotionally invested in helping our students navigate school life, teachers have proven to not only be educators but also caregivers.

For these reasons and many more, we ask that you take this week to #ThankATeacher.

A heartfelt thank you note is always a welcomed gesture from both parents and students. Parents who have some free time can even consider volunteering in the classroom as another gesture of appreciation. If you are looking to help in other ways, you may also consider donating supplies to the teacher’s classroom, purchasing a gift card, organizing a potluck or catered lunch, or gifting spring blooms from your garden or local market.

Let us know how you are celebrating teachers this week. And if you are on social media, consider participating in the #ThankATeacher campaign.

Below are some statistics and facts that put the ongoing dedication of our teachers into perspective.

 

Now that we are well into Spring and warmer days are upon us, more kids will be playing outdoors. Parents and guardians will find themselves frequenting public parks while teachers and administrators will find themselves keeping watchful eyes as students actively spend recess and/or lunch on the playground.

Since this week is National Playground Safety Week, it’s a good time to review safety tips, assess playground equipment, and talk to children about playground safety.  

Although playgrounds have certainly improved since our days, a recent study by the CDC found that emergency departments still see more than 20,000 children ages 14 and younger for playground-related traumatic brain injury each year. Below are some tips and suggestions schools can consider.

Tips for playground safety:

  • Actively supervise children at all times.
  • Encourage children to follow playground rules and play safely with other children. Shoving, crowding, and pushing should be discouraged. And although playfully wrestling may be fun for some children, these types of activities should be avoided while on top of a play structure.
  • Dress children appropriately for playground play. Avoid items that can cause strangulation like scarves, necklaces, purses.
  • Use playgrounds that are age-appropriate. Having separate age-appropriate areas can help prevent accidental injuries.
  • Take children to playgrounds with shock-absorbing surfaces like rubber, grass, sand, wood chips, or synthetic turf.
  • Conduct periodical assessments of playgrounds by following the S.A.F.E framework.

If you feel a playground is unsafe, report your concerns to the owner, park district, or school district. And remember to always keep a watchful eye on children.

Teacher and StudentIt’s that time of year. Schools across the nation are opening their doors to greet millions of students whom are a reflection of the future of our country. It’s an exciting time of year that, in my opinion, can be described in one word…fresh.

New paint, waxed hallways, and eye-catching bulletin boards will welcome back anxious and excited teachers and, of course, anxious and excited kids. Walking into the physical environment of school on that first day is always a memorable experience.

The word fresh could also be used to describe the social/emotional environment of our schools on the first day back in the classroom. Front and center are the relationships, both old and new, that ultimately shape the learning environment of the school. Everyone (And I do mean everyone) from the bus driver who greets kids in the morning to the teacher and principals that say goodbye in the afternoon plays a role in the creation of the quality of the learning environment.

As the new year begins, it is specifically those relationships between children and adults that will ultimately define the quality of the educational experience for each child when the year ends. Therefore getting off on the right foot is so very important. Over the years I have observed a number of great strategies to build the kind of trusting adult/child relationships needed for real learning to occur. Below are three of my personal favorites.

Front Porch Visits: One of the most impressive relationship building strategies I have encountered as both a parent and school administrator is the utilization of “front porch visits” by classroom teachers prior to or shortly after the start of the school year. I love the terminology. Unlike a “home visit,” which can be intimidating and inconvenient for some families, the “front porch visit” is exactly as the name implies. The teacher schedules a time to drop by and have a visit sitting or standing outside the front door as opposed to going inside the home. This simple gesture of good will brings down barriers and gives teachers the opportunity to start building a relationship with the children and parents early. It also gives teachers a chance to see first hand where each child is coming from before entering their classroom each day. That experience alone not only builds relationships, but also provides perspective that can help in the development of everything from individualized instruction to discipline plans.

In School Mentoring: As a school wide initiative I have to give kudos to Eastmorland Elementary in Joplin, Missouri. A few years ago they realized that their kids needed adult relationships inside the school beyond just the classroom teacher. Eastmorland’s solution? They identified all the adults in the building (Cooks, counselor, nurse, secretary, remedial teachers, custodians, principal, etc.) and assigned each adult a small group of students to touch base with on a daily basis. If nothing else, just to say, “Hi! How are you doing today??” This proved to be a fantastic way to build a greater sense of community inside the school.

Student Empowerment: At the foundation of every relationship is trust. Some of the most effective schools empower students by giving them leadership roles to take on special projects and organize initiatives. One thing I have learned after 20 years in the education business, kids of all ages are capable of doing amazing things when given the opportunity. As adults, we all have a desire to be a part of something bigger than themselves. Children are no different. Whether it happens inside or outside the walls of the school, adults can serve as a facilitator of service learning activities that give students a chance to make a positive difference. Whether it be projects like Mexico, Missouri’s second grade popcorn project that raises funds to send special needs kids to summer camp or in Pea Ridge, Arkansas’s Pea Ridge High School “Can”struction project to collect canned food items for needy families, kids can make a positive difference when given the opportunity.

Regardless of your school community’s approach to building relationships with students, the important thing to remember is that those relationships most definitely matter. Today’s myriad of social and emotional challenges faced by our youth means we need far more adults involved in the lives of our children on a day-to-day basis. Taking an internal approach utilizing the human capital you have available inside your school can go a long ways towards filling that void and setting an example for the rest of the community to follow.


CJ Huff is the retired superintendent of Joplin Schools in Joplin, MO. He is recognized nationally in the field of community engagement and 21st century education programming. 

 

Screen Shot 2016-04-12 at 10.23.19 PMWe are an autism family.  We will always be.  Our daughter’s short life on earth was a journey for our family—a journey through autism into faith, hope, and compassion.  Through Joey, we learned to look at the world differently, hold onto each other tightly, and love each other fiercely.  Although her journey through autism came to a tragic end on December 14, 2012, we are committed to sharing with others all that she taught us.  In her honor, we share our experiences and support other families on this journey through autism and work to keep ALL students safe in school.

Supporting Children and Families with Autism

Joey’s Fund is one way that we aim to support families and children living with autism.  We created Joey’s Fund in honor of our daughter’s generous and compassionate spirit.  While living with autism, our family relied on the support of many other families—some with autism and special needs children, and many on a more “typical” family journey.  Providing direct support for other families with autism is our way of giving back in Joey’s name and thanking the many people that supported us during Joey’s life and after her tragic death.  We chose the Doug Flutie Jr. Foundation for Autism as the home for our daughter’s fund.  The Flutie family continues their journey through autism and supports many others along the way.  We are proud that Joey’s Fund is a part of their mission to serve some of the most amazing people in the world:  autistic children, adults, and families.  We are honored to remain a part of the autism community in this way.

Autism and School Safety

Our autistic children––with all of their gifts and challenges––are some of the most precious and vulnerable members of our communities.  Most parents find that sending their child off to school alone for the first time is a great challenge.  Imagine how it feels for the parents of an autistic child.  Like many children living with autism, our daughter could not speak for herself and could not communicate her needs without the help of caring adults and peers.  Our autistic children face all of the childhood challenges and dangers of their typical peers—and exponentially more, because of their autism.

We relied on a well-educated and highly trained school staff to keep our daughter safe on a day-to-day basis; but, it was up to us to ensure that her unique safety needs were provided for while she was in school.  Her physical safety on the playground, in the classroom, and in the cafeteria required constant supervision. Like many autistic children, she loved to wander, was attracted to water, and had complex dietary requirements.  Her social-emotional well-being depended upon the facilitation skills of the staff.  She needed trained, caring professionals to help her play and interact with her peers in order to develop relationships and friendships and help her communicate her ideas, needs, and wants.

And let’s not forget her peers. Joey was young and lucky enough to enjoy true friendships with many of her classmates. Friends like Emilie, Jessica, James (and too many others to name!) were the highlight of her school days. There are no words to express the gift that Joey’s friends were to her and the family that loved and protected her in this life. Yet even her exceptional peers needed a great deal of support to understand and safely play with Joey. The safety of her beloved friends required the support of an attentive and caring school community.

Not a day goes by that our family doesn’t think about Joey.  We consider ourselves blessed for the time we had with her and on our journey through autism.  We know we are blessed to have her inspiring us in our missions: Joey’s Fund and Safe and Sound Schools, working to improve the lives and safety of precious people like her.

Michele Gay, Executive Director, Safe and Sound Schools
Photo credit:  Cynthia McIntyre Photography