Eliminating Material Toxicity from Classrooms

Studies indicate that in America, humans spend approximately 90% of their time indoors, where  pollutant concentrations often reach 2 to 5 times higher levels than outdoor air (US EPA, 2017). The  built environment significantly influences occupant comfort and health. Sick building syndrome is an  illness associated with polluted indoor environments and causes various non-specific illnesses in  building occupants (Joshi, 2008). The number of reported cases of sick building syndrome increases  absenteeism and reduces the productivity of occupants (US EPA, 2013). Among the many factors that  are linked with the occurrence of illnesses related to the sick building syndrome, interior finishes such  as paints, wall boards, ceiling boards, carpets, wood products, adhesives, and sealants play a crucial  role (Wai & Willem, 2011). 

There is precedence for hazardous building materials being zoned out or banned in construction.  Asbestos, which was once a widely used material for building construction, is now a known  carcinogen and was banned by the EPA in 1989 under the Toxic Substances Control Act (TSCA) (US  EPA, 2013). However, there are still numerous materials that are used in construction whose toxic  effects haven’t been studied. Since the early 2000s, health initiatives targeting the built environment  through material health declaration programs have enhanced our understanding of the hazards posed  by toxic substances in building materials. Consequently, there has been substantial research and  industry efforts to select healthier material alternatives. 

This study aims to analyze five case studies to comprehend typical material specifications for  classroom spaces. The scope of methodology demonstration is limited to grade 5 and 6 classrooms.  Ingredient disclosures such as Health Product Declarations (HPDs) and the 'Informed' tool developed  by Habitable, formerly known as the Healthy Building Network-HBN are utilized as references.  Evaluating classroom design specifications through the lens of healthy materials and cross-referencing  disparate material libraries across various domains can help mitigate health risks associated with toxic  building materials for children. 

Subsequently, a scoring method is developed based on material composition to inform stakeholders of  the broader impact of toxic substances on children's health and identify gaps in material knowledge  that require assessment. Additionally, the study explores the use of virtual reality as a tool to enhance  the accessibility of this information to clients and occupants.