School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools

Associations between toxicity-weighted concentrations and dementia risk: Results from the Cardiovascular Health Cognition Study

BACKGROUND

Air pollution is a modifiable risk factor for dementia. Yet, studies on specific sources of air pollution (i.e., toxic chemical emissions from industrial facilities) and dementia risk are scarce. We examined associations between toxicity-weighted concentrations of industrial pollution and dementia outcomes among a large, multi-site cohort of older adults.

METHODS

Participants (n = 2770) were ≥ 65 years old (Mean = 75.3, SD = 5.1 years) from the Cardiovascular Health Cognition Study (1992-1999). Toxicity-weighted concentrations were estimated using the Risk Screening Environmental Indicator (RSEI) model which incorporates total reported chemical emissions with toxicity, fate, and transport models. Estimates were aggregated to participants' baseline census tract, averaged across 1988-1992, and log2-transformed. Dementia status was clinically adjudicated in 1998-1999 and categorized by subtype (Alzheimer's, vascular, mixed). We assessed whether RSEI-estimated toxicity-weighted concentrations were associated with 1) odds of prevalent dementia and 2) incident dementia risk by subtype.

RESULTS

After adjusting for individual and census-tract level covariates, a doubling in toxicity-weighted concentrations was associated with 9 % higher odds of prevalent dementia (OR = 1.09, 95 % CI: 1.00, 1.19). In discrete-time survival models, each doubling in toxicity-weighted concentrations was associated with a 16 % greater hazard of vascular dementia (HR = 1.16, 95 % CI: 1.01, 1.34) but was not significantly associated with all-cause, Alzheimer's disease, or mixed dementia (p's > 0.05).

DISCUSSION

Living in regions with higher toxicity-weighted concentrations was associated with higher odds of prevalent dementia and a higher risk of incident vascular dementia in this large, community-based cohort of older adults. These findings support the need for additional studies to examine whether toxic chemical emissions from industrial and federal facilities may be a modifiable target for dementia prevention.

Unequal Health Burden from Air Pollution among Minors in Education

Air pollution exposure has been linked to a variety of adverse health outcomes among minors; yet little is known about the associated health inequity across regions and schools. Here, we assessed the unequal health burden linked to particulate matter exposure among minors of 10,358 schools in China through 12,439,232 individual health records. Our findings highlight the persistent health risks with superlinear concentration-response patterns and following inverted U-shaped risk trends, that each 10 μg/m3 increase in PM2.5 exposure resulted in 4.1% (3.9-4.2%) additional school absenteeism risk. Compared to urban well-built schools, minors in rural poor-built schools experienced significantly higher exposure and slower rate of risk reduction and had over 80.0% less medical resources while bearing 145.2% of the health burden. Disparities in pollution exposure, built environment, and resource allocation are intertwined to shape the health inequity pattern, especially between rural and urban schools. These findings underscore the urgency for persistent efforts aimed at disadvantaged schools to reduce pollution exposure and equitably distribute social resources, ultimately securing an impartial health-centered education for minors.

Ambient air pollution and the risk of violence in primary and secondary school settings: a cross-sectional study

BACKGROUND

Individual and social characteristics are attributed to violent behavior in schools, yet environmental hazards may play an understudied role. Ambient air pollution has been linked to neurological dysfunction that inhibits decision-making and may result in violent behavior in adult populations. However, little is known on how air pollution may be associated with violent behaviors in children.

METHODS

A cross-sectional ecologic study was designed to estimate the associations between air pollution (fine particulate matter, carbon monoxide, and nitrogen dioxide) with the occurrence of violent incidents and incidents involving a weapon among a cohort of children in Minnesota schools (2008-2012). Differences by urban and rural status of schools were also explored. Negative binomial regression models were developed to estimate incidence rate ratios (IRR) and incidence rate differences (IRD) to describe associations between air pollution and violent incidents in school settings.

RESULTS

Our results indicate that the highest levels of carbon monoxide, nitrogen dioxide and fine particulate matter concentrations were associated with increased violent disciplinary incidents. Among the total student population, the 4th quartile of carbon monoxide exposure was associated with an IRD of 775.62 (95% CI 543.2, 1008.05) violent incidents per 100,000 students per school year compared to schools in the lowest quartile of exposure. Comparing the 4th to the 1st quartiles of exposure, nitrogen dioxide and fine particulate matter had an IRD of 629.16 (95% CI 384.87, 873.46), and 510.49 (95% CI 274.92, 746.05) violent incidents per 100,000 students per school year respectively. Schools in urban settings shared a larger burden of violent incidents associated with air pollution compared to rural schools.

CONCLUSIONS

Modifying environmental pollutants surrounding school environments, particularly for high exposure communities, may be a novel tool for reducing violence and subsequent injuries in schools.

Lifetime exposure to air pollution and academic achievement: A nationwide cohort study in Denmark

Recent research suggests a link between air pollution and cognitive development in children, and studies on air pollution and academic achievement are emerging. We conducted a nationwide cohort study in Denmark to explore the associations between lifetime exposure to air pollution and academic performance in 9th grade. The study encompassed 785,312 children born in Denmark between 1989 and 2005, all of whom completed 9th-grade exit examinations. Using linear mixed models with a random intercept for each school, we assessed the relationship between 16 years of exposure to PM2.5, PM10, and gaseous pollutants and Grade Point Averages (GPA) in exit examinations, covering subjects such as Danish literature, Danish writing, English, mathematics, and natural sciences. The study revealed that a 5 µg/m3 increase in PM2.5 and PM10 was associated with a decrease of 0.99 (95 % Confidence Intervals: -1.05, -0.92) and 0.46 (-0.50, -0.41) in GPA, respectively. Notably, these negative associations were more pronounced in mathematics and natural sciences compared to language-related subjects. Additionally, girls and children with non-Danish mothers were found to be particularly susceptible to the adverse effects of air pollution exposure. These results underscore the potential long-term consequences of air pollution on academic achievement, emphasizing the significance of interventions that foster healthier environments for children's cognitive development.

Schools' Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ's Elementary, Middle and High Schools

Schools in urban neighborhoods receive less funding, have less programming, and have poorer infrastructure. Such disparities may impede academic outcomes among youth. This study used publicly available data to examine the association between school characteristics and surrounding neighborhood environment on educational outcomes across three academic years among 132 schools in Passaic County, New Jersey. Further, we assessed how schools' socioeconomic status could buffer the effects of a school's neighborhood disadvantage on academic outcomes. Results supported compound deprivation theory highlighting that lower-performing schools were located in lower-resourced neighborhoods. Further, school characteristics and neighborhood resource deprivation were associated with lower math, English, and science academic performance. Additionally, we found that associations between neighborhood resources and math and science academic outcomes were strongest in schools with greater economic support. We provide implications for research and practice by identifying multi-faceted approaches to challenge educational disparities addressing school and neighborhood-level disadvantages to improve educational outcomes for youth.

Disparities in Toxic Chemical Exposures and Associated Neurodevelopmental Outcomes: A Scoping Review and Systematic Evidence Map of the Epidemiological Literature

BACKGROUND

Children are routinely exposed to chemicals known or suspected of harming brain development. Targeting Environmental Neuro-Development Risks (Project TENDR), an alliance of > 50 leading scientists, health professionals, and advocates, is working to protect children from these toxic chemicals and pollutants, especially the disproportionate exposures experienced by children from families with low incomes and families of color.

OBJECTIVE

This scoping review was initiated to map existing literature on disparities in neurodevelopmental outcomes for U.S. children from population groups who have been historically economically/socially marginalized and exposed to seven exemplar neurotoxicants: combustion-related air pollution (AP), lead (Pb), mercury (Hg), organophosphate pesticides (OPs), phthalates (Phth), polybrominated diphenyl ethers (PBDEs), and polychlorinated biphenyls (PCBs).

METHODS

Systematic literature searches for the seven exemplar chemicals, informed by the Population, Exposure, Comparator, Outcome (PECO) framework, were conducted through 18 November 2022, using PubMed, CINAHL Plus (EBSCO), GreenFILE (EBSCO), and Web of Science sources. We examined these studies regarding authors' conceptualization and operationalization of race, ethnicity, and other indicators of sociodemographic and socioeconomic disadvantage; whether studies presented data on exposure and outcome disparities and the patterns of those disparities; and the evidence of effect modification by or interaction with race and ethnicity.

RESULTS

Two hundred twelve individual studies met the search criteria and were reviewed, resulting in 218 studies or investigations being included in this review. AP and Pb were the most commonly studied exposures. The most frequently identified neurodevelopmental outcomes were cognitive and behavioral/psychological. Approximately a third (74 studies) reported investigations of interactions or effect modification with 69% (51 of 74 studies) reporting the presence of interactions or effect modification. However, less than half of the studies presented data on disparities in the outcome or the exposure, and fewer conducted formal tests of heterogeneity. Ninety-two percent of the 165 articles that examined race and ethnicity did not provide an explanation of their constructs for these variables, creating an incomplete picture.

DISCUSSION

As a whole, the studies we reviewed indicated a complex story about how racial and ethnic minority and low-income children may be disproportionately harmed by exposures to neurotoxicants, and this has implications for targeting interventions, policy change, and other necessary investments to eliminate these health disparities. We provide recommendations on improving environmental epidemiological studies on environmental health disparities. To achieve environmental justice and health equity, we recommend concomitant strategies to eradicate both neurotoxic chemical exposures and systems that perpetuate social inequities. https://doi.org/10.1289/EHP11750.

Lichen biomonitoring of seasonal outdoor air quality at schools in an industrial city in Thailand

Poor air quality in school environments causes adverse health effects in children and decreases their academic performance. The main objective of this study was to use lichens as a biomonitoring tool for assessing outdoor air quality at schools in the industrial area of Laem Chabang municipality in Thailand. Thalli of the lichen Parmotrema tinctorum were transplanted from an unpolluted area to nine schools in the industrial area and to a control site. The lichens were exposed for four periods in the dry, hot, early rainy, and late rainy seasons, for 90 days each. The concentrations of 14 elements, including As, Cd, Co, Cr, Cu, Fe, Mn, Mo, Ni, Pb, Sb, Ti, V, and Zn, were determined using inductively coupled plasma‒mass spectrometry (ICP‒MS), and 8 physiological parameters were measured. The concentrations of all 14 investigated elements were clearly higher at the schools than at the control site. The contamination factors (CFs) suggested that 9 out of the 14 elements, including As, Cd, Co, Cr, Cu, Mo, Pb, Sb, and Ti, heavily contaminated the school environments, especially Pb, the concentration of which was 3 to 11 times higher than at the control site. The most polluted time was the hot season as evidenced by the investigated elements, and the least polluted time was the late rainy season. The pollution load indices (PLIs) demonstrated that schools in the inner and middle zones clearly had higher pollution loads than the schools in the outer zone during the rainy seasons, while the hot and dry seasons showed similar pollution levels in all zones. The vitality indices (VIs) showed that the lower lichen vitalities at most schools were observed during the dry season and at the schools in the inner and middle zones. Accordingly, the air performance indices (APIs) revealed that poorer air quality at most schools was found during the dry season and at the schools in the inner and middle zones. This study clearly showed that the transplanted lichen P. tinctorum was an effective bioindicator of air quality in school environments. The results illustrated that all studied schools were contaminated by air pollutants; therefore, improving air quality at the schools is crucial and should be an urgent issue for maintaining good health and may benefit children's academic achievements and careers in the long run.

Association of School Infrastructure on Health and Achievement Among Children With Asthma

OBJECTIVE

To determine whether school infrastructure is associated with health and academic outcomes among elementary school children with asthma.

METHODS

We conducted a retrospective cohort study of linked medical, academic, and facilities data from a large mid-Atlantic school district of the United States. All K-5 students with asthma who were enrolled under the state's Children's Health Insurance Program were included. We estimated associations of the infrastructure quality of the student's school, as assessed by an engineering firm in Summer 2011 and represented by the Facility Condition Index (FCI), with asthma health outcomes, absenteeism, and standardized test scores in math and reading in the 2 academic years thereafter.

RESULTS

A total of 6558 students were identified, the majority non-Hispanic Black, across 130 schools. Most schools (97/130, 75%) were in very poor or worse condition. In cluster-adjusted models accounting for demographics, grade, school-specific area deprivation, and inhaled corticosteroid use, a one standard deviation increase in FCI, corresponding to greater infrastructure deficiency, was associated with higher rates of asthma-related hospitalizations (incidence rate ratio [IRR] 1.16; 95% confidence interval [CI] 1.03, 1.32), more absenteeism (IRR 1.05; 95% CI 1.01, 1.08), and lower scores in math (mean difference [MD] -3.3; 95% CI -5.5, -1.2) and reading (MD -3.0; 95% CI -5.1, -0.9). There were no differences in rates of asthma-related emergency visits or steroid prescriptions.

CONCLUSIONS

Children with asthma attending schools with poorer infrastructure had worse health and academic outcomes. Public policy emphasizing reinvestment in school infrastructure may be a potential means of addressing asthma disparities.

Risk of illness-related school absenteeism for elementary students with exposure to PM2.5 and O3

Air pollution addresses short-term health effects on morbidity, especially for children. Assessing the impacts of air pollution on elementary students is critical for developing preparedness response strategies for this sensitive group. In the 2016-17 academic year, up to 687,748 groups of illness-related absence records and the information on whether the absentee had gone to a hospital or not were collected from 2564 elementary schools across Jiangsu Province China. We explored the associations between air pollution and illness-related records using a time-stratified case-crossover analysis with distributed lag non-linear design. An increase of 10 μg/m³ in the current-day concentration of PM_2.5 and O₃ was positively associated with illness-related absenteeism overall. The excess risk of absenteeism was 4.52 % (95%CI 4.37-4.67 %) for PM_2.5 and 0.25 % (95%CI 0.01-0.36 %) for O₃. The risk associated with O₃ was boosted for the frequent absentees who tended to have basic diseases or were more vulnerable to infectious diseases. Students in 43.1 % illness-related absenteeism, mainly due to highly infectious diseases, only received home nursing without going to a hospital. The increase in the number of illness cases associated with PM_2.5 and O₃ estimated based on the illness-related absence data was 41.5 % and 18.6 % higher than that evaluated based on hospital visit records. Such underestimations persisted in sensitivity analyses and persisted in subgroups classified by gender or grade. Together, the performance of illness-related absence records far outweighed that of hospital visit data regarding the thorough evaluation of air pollution-related illness cases for elementary students. Improvement in air quality and home health care education are warranted as well for the health benefits of children.

Does the environmental inequality matter? A literature review

The environmental inequality theory reveals that the risk of environmental pollution exposure varies among regions and groups and that particular groups face a higher threat of environmental pollution. In recent years, studies on the environmental inequality issue in developed countries have been increasing, while related literature on developing countries is very scarce. It has been found that some factors, such as race and economic status, have a close relationship with the risk of environmental pollution exposure faced by individuals. For the first time, this paper provides an extensive review of existing theoretical and empirical studies on environmental inequality. We review, in detail, the evolution of the environmental inequality theory, including the definition and measurement of environmental inequality. Further, we provide a systematic refresher on the main performance of environmental inequality, including health, education, labor productivity, and real estate prices. We also identify several causes of environmental inequality, such as ethnic differences, economic status, human capital, and household registration systems. Finally, we discuss prospects for the future research on this issue.

Indoor environmental quality in naturally ventilated schools of a dusty region: Excess health risks and effect of heating and desert dust transport

Indoor air quality (IAQ) is impacted by polluted outdoor air in naturally ventilated schools, especially in places where both anthropogenic and natural sources of ambient air pollution exist. CO₂ , PM_2.5 , PM₁₀ , temperature, relative humidity (RH), and noise were measured in five naturally ventilated primary schools in City of Sanliurfa, in a dusty region of Turkey, Southeast Anatolia. Excess risk levels were estimated for particulate matter. Investigation was conducted through an educational year including two seasons in terms of anthropogenic effect, that is, heating/non-heating, and natural effect, that is, desert dust transport/non-dust transport. The median CO₂ concentration was measured to be >1000 ppm in all seasons/schools. Temperature and RH fell out of the comfort zone in October-December, during which pollutant concentrations were considerably increased, specifically in November, that heating and dust transport periods coincide. The overall mean indoor PM₁₀ and PM_2.5 levels were 58 and 31.8 μg/m³ , respectively. Risk assessment indicate that both short (incidence of asthma symptoms in asthmatic children) and long-term (prevalence of bronchitis) effects are considerable with 10.9 (2.4-19.6)% and 19.5 (2.2-38.8)%, respectively. The findings suggest that mechanical ventilation retrofitting with particle filtration is needed to mitigate potential negative health consequences on children.

Home Tobacco Smoke Exposure and Neighborhood Support and Safety among U.S. School-aged Children

Children who are socioeconomically disadvantaged face a myriad of environmental hardships in the neighborhoods in which they live. This study examined the associations between home tobacco smoke exposure (TSE) and neighborhood support, neighborhood safety, and school safety among U.S. school-aged children. Children ages 6-11 years were included in this secondary analysis of 2018-2019 National Survey of Children's Health data (N = 17,300). Children's home TSE status was categorized into three levels: (1) no TSE: Child did not live with a smoker; (2) Outside TSE only: Child lived with a smoker who did not smoke inside the home; and (3) Inside TSE: Child lived with a smoker who smoked inside the home. Parent-reported measures of perceived neighborhood support, and neighborhood and school safety were examined; covariates included the child's age, sex, and race/ethnicity; the parent's education; the family's household structure, and federal poverty level. Weighted logistic and ordinal regression models were built adjusting for the covariates. In total, 13.2% of children had outside TSE and 1.7% of children had inside TSE. Multivariable logistic regression model results indicated that children with outside TSE were at decreased odds (AOR = 0.79, 95%CI = 0.65-0.96) of living in a supportive neighborhood compared to children with no TSE. Ordinal regression model results indicated that children with outside TSE (AOR = 0.77, 95%CI = 0.61-0.97) and children with inside TSE were at decreased odds (AOR = 0.62, 95%CI = 0.39-0.99) of going to a school that was perceived as safe. Community-level programs, policies, and funding are needed to improve neighborhood characteristics among children with TSE to improve their future health outcomes.

Indoor air quality in the primary school of China-results from CIEHS 2018 study

Indoor air quality ((IAQ) in classrooms was associated with the daily exposure of school-age children who are particularly vulnerable to air pollutants exposure, while few data exist to evaluate classroom indoor air quality nationwide in China. The subsample of the CIEHS 2018 study was performed in 66 classrooms of 22 primary schools nationwide in China. Temperature, relative humidity, PM_2.5, PM₁₀, CO₂, CO, formaldehyde concentrations, bacteria and fungi were detected in all classrooms by using the instruments that meet the specified accuracy. The ratios of indoor to outdoor (I/O) of PM_2.5 were calculated in each classroom to identify whether the indoor environment the pollutants comes from outdoors. The indoor PM_2.5, PM₁₀, CO, HCHO, bacteria and fungi GM concentration are 47.40 μg/m³, 72.91 μg/m³, 0.37 mg/m³, 0.02 mg/m³, 347.51 CFU/m³ and 362.76 CFU/m³, respectively. We observed that there were 66.5%, 52.6%, 22.4%, 1.8%, and 9.6% of the classrooms that exceeded the guideline values of PM_2.5, PM₁₀, CO₂, HCHO, and bacteria, respectively. It should be attention that all of the classroom's PM_2.5 concentrations in Shijiazhuang and Nanning, PM₁₀ concentrations in Nanning, CO₂ concentration in Lanzhou were exceeded the suggested values. Bacteria contamination in Shijiazhuang's classrooms is also serious. All classroom CO concentrations meet the requirement. The results indicated that classroom indoor PM_2.5 was significantly positively correlated with indoor PM₁₀ and CO₂, while was negative correlated with temperature, CO, and fungi. Our results suggest that indoor air pollution in classrooms was a severe problem in Chinese primary schools. It is necessary to strengthen ventilation in the classroom to improve indoor air quality. What's more, a healthy learning environment should be created for primary school students.

Indoor Air Quality Prior to and Following School Building Renovation in a Mid-Atlantic School District

Children spend the majority of their time indoors, and a substantial portion of this time in the school environment. Air pollution has been shown to adversely impact lung development and has effects that extend beyond respiratory health. The goal of this study was to evaluate the indoor environment in public schools in the context of an ongoing urban renovation program to investigate the impact of school building renovation and replacement on indoor air quality. Indoor air quality (CO₂, PM_2.5, CO, and temperature) was assessed for two weeks during fall, winter, and spring seasons in 29 urban public schools between December 2015 and March 2020. Seven schools had pre- and post-renovation data available. Linear mixed models were used to examine changes in air quality outcomes by renovation status in the seven schools with pre- and post-renovation data. Prior to renovation, indoor CO measurements were within World Health Organization (WHO) guidelines, and indoor PM_2.5 measurements rarely exceeded them. Within the seven schools with pre- and post-renovation data, over 30% of indoor CO₂ measurements and over 50% of indoor temperatures exceeded recommended guidelines from the American Society of Heating, Refrigerating, and Air Conditioning Engineers. Following renovation, 10% of indoor CO₂ measurements and 28% of indoor temperatures fell outside of the recommended ranges. Linear mixed models showed significant improvement in CO₂, indoor PM_2.5, and CO following school renovation. Even among schools that generally met recommendations on key guidelines, school renovation improved the indoor air quality. Our findings suggest that school renovation may benefit communities of children, particularly those in low-income areas with aging school infrastructure, through improvements in the indoor environment.

The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review

BACKGROUND

The negative health impacts of traffic-related air pollution (TRAP) have been investigated for many decades, however, less attention has been paid to the effect of TRAP on children's academic performance. Understanding the TRAP-academic performance relationship will assist in identifying mechanisms for improving students' learning and aid policy makers in developing guidance for protecting children in school environments.

METHODS

This systematic review assessed the relationship between TRAP and academic performance. Web of Science, PubMed, CINAHL, Medline, PsycINFO, SPORTDiscus, Scopus and ERIC databases were searched for relevant, peer reviewed, articles published in English. Articles assessing exposure to TRAP pollutants (through direct measurement, local air quality monitoring, modelling, or road proximity/density proxy measures) and academic performance (using standardised tests) in children and adolescents were included. Risk of bias was assessed within and between studies.

RESULTS

Of 3519 search results, 10 relevant articles were included. Nine studies reported that increased exposure to some TRAP was associated with poorer student academic performance. Study methodologies were highly heterogeneous and no consistent patterns of association between specific pollutants, age groups, learning domains, exposure windows, and exposure locations were established. There was a serious risk of bias within individual studies and confidence in the body of evidence was low.

CONCLUSIONS

This review found evidence suggestive of a negative association between TRAP and academic performance. However, the quality of this evidence was low. The existing body of literature is small, lacks the inclusion of high-quality exposure measures, and presents limitations in reporting. Future research should focus on using valid and reliable exposure measures, individual-level data, consistent controlling for confounders and longitudinal study designs.

Pediatric Asthma Is Associated With Poorer 3-Year Academic Achievement in Urban Elementary and Middle-School Students

OBJECTIVE

Asthma has been associated with worse academic performance in a single school year, yet this association may be magnified over time as students with asthma continue to fall behind. This study examined the relationship between asthma and standardized test performance aggregated across 3 school years, including whether performance varied by likelihood of having significant asthma.

METHODS

Data were from students in grades K-8 at 2 urban public schools in the Northeastern United States (2015-2018). Asthma was based on parent- and self-report and school health center records. Standardized test performance was assessed using Measures of Academic Progress (MAP) and Partnership for Assessment of Readiness for College and Careers (PARCC). Mixed effects linear and logistic regression models were used to evaluate the relationship between asthma and performance during 3 school years.

RESULTS

Any asthma was associated with worse MAP performance across the 3 academic years. Students with the most significant asthma demonstrated worse performance on MAP and PARCC. Aggregating across 3 school years, students scored 3.17 points worse on MAP reading (95% confidence interval [CI]: 0.7-5.63; P = .012) and 3.56 points worse on MAP mathematics (95% CI: 0.52-6.6; P = .022); they had 48.8% (95% CI: 1.9%-73.2%; P = .044) and 58.0% (95% CI: 21%-78%; P = .007) lower odds of proficiency on PARCC English/Language Arts and Mathematics, respectively compared to those without asthma.

CONCLUSIONS

The relationship between asthma and poorer academic achievement in 1 school year may be magnified over multiple years, particularly among those with more significant asthma. School-based asthma interventions may support academic growth and more equitable health outcomes.

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M_age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

Initial evaluation of the sustainable Jersey for Schools Program and certifications achieved by new Jersey public schools, 2014-2018

Sustainable Jersey for Schools (SJS) includes free and voluntary certification for New Jersey (NJ) public K-12 districts (SD) and schools. SJS promotes increased awareness for waste and greenhouse gas emissions reductions via energy efficiency and conservation measures; environmental education; equity; etc. SD first register with SJS; school(s) then register and pursue one of two current certification levels, bronze or silver. We conducted an initial external evaluation of successes, challenges and potential barriers faced by SJS registered schools pursuing certification 2014-2018. We also assessed potential associations between registered, certified schools in registered SD-compared to registered, uncertified schools and non-registered schools-and available socio-economic status and socio-demographic indicators using other State of NJ agencies data for five school years within 2014-2019. These included per student costs, number of students per teacher and per administrator, number of teachers per administrator, and average daily enrollment. Future SJS successes and challenges may be determined by political will of registered, certified participants; available paid human resources and contributions of unpaid volunteers; financial and technical resources available. Future evaluation research should expand on our initial non-statistically significant regression analyses on factors influencing SJS re-certification and expired certifications plus challenges in rural and relatively sparsely populated counties.

Metal bioaccessibility, particle size distribution and polydispersity of playground dust in synthetic lysosomal fluids

Inhalation of playground dust-derived fine particles in schoolyards poses a risk from exposure to metal(oids) and minerals. In this work, we obtained the total concentration and bioaccessibility of metal(oids) with Gamble Solution (GS) and Artificial Lysosomal Fluid (ALF) synthetic solutions, simulating the extracellular neutral pH environment of the lung and the intracellular conditions of the macrophage, respectively. Scanning Electron Microscope (SEM), and Dynamic Light Scattering analysis (DLS) techniques were used to characterize particles with a size smaller than 2.5 μm, which can be assimilated by macrophages in the deep part of the lung. Arsenic (As), lead (Pb), copper (Cu), manganese (Mn), zinc (Zn), and iron (Fe) showed concentrations of 39.9, 147.9, 286, 1369, 2313, 112,457 mg·kg^-1, respectively. The results indicated that all studied elements were enriched when compared to (i) local geochemical background and (ii) findings reported in other cities around the world. Bioaccessibility of metal(oids) in GS was low-moderate for most studied elements. However, in ALF assays, bioaccessibility was high among the samples: for lead (Pb = 34-100%), arsenic (As = 14.7-100%), copper (Cu = 17.9-100%), and zinc (Zn = 35-52%) possibly related to hydrophobic minerals in dust. SEM and DLS image analysis showed that playground dust particles smaller than 2.5 μm are dominant, particularly particles with a size range of 500-600 nm. The polydispersity detected in these particle sizes showed that most of them might be crystalline compounds (elongated shapes) forming agglomerates instead of combustion particles (spheres). Moreover, the circularity detected varies from 0.57 to 0.79 (low roundness), which corroborates this finding. The presence of agglomerates of ultrafine/nanoparticles containing highly bioaccessible metals in playground sites may have severe implications in children's health. Therefore, further studies are required to characterize the size distribution, structure, shape and composition of such minerals which are essential factors related to the toxicology of inhaled dust particles.

Indoor air quality in inner-city schools and its associations with building characteristics and environmental factors

Indoor concentrations of fine particulate matter (PM_2.5), nitrogen dioxide (NO₂), and carbon monoxide (CO) were measured across 16 urban public schools in three different seasons. Exceedance of the WHO guidelines for indoor air was observed, mainly for the hourly average NO₂ concentrations. Seasonal variability was statistically significant for indoor NO₂ and CO concentrations, with higher exposures in fall and winter. An extensive list of potential factors at the outdoor environment, school, and room level that may explain the variability in indoor exposure was examined. Factors with significant contributions to indoor exposure were mostly related to the outdoor pollution sources. This is evidenced by the strong associations between indoor concentration of CO and NO₂ and factors including outdoor PM_2.5 and NO₂ concentrations, including length of the nearby roads and the number of nearby industrial facilities. Additionally, we found that poor conditions of the buildings (a prevalent phenomenon in the studied urban area), including physical defects and lack of proper ventilation, contributed to poor air quality in schools. The results suggest that improving building conditions and facilities as well as a consideration of the school surroundings may improve indoor air quality in schools.