Asbestos In Schools

Asbestos In Schools Asbestos was used in a wide range of building materials until the 1980s. From the 1950s until the 1970s, a particularly widespread use in school buildings was a spray-on material used on ceilings, because of its acoustical and fireproof characteristics. This dried material becomes friable over time; that is, it could be powdered or flaked off into a fine dust full of asbestos fibers that could be inhaled. Such spray-on applications were banned in 1973 by the US Environmental Protection Agency (EPA) as the dangers of friable asbestos became common knowledge. Asbestos was also used for pipe and boiler insulation and in structural beams (1).

Asbestos remains in use today in acoustic insulation, thermal insulation, fireproofing, roofing, flooring and other materials. Asbestos materials in use today are nonfriable; that is, they cannot be easily powdered and do not release fibers under light pressure. They are considered relatively safe when in good condition, but they can become friable if damaged or disturbed in some way, and they can deteriorate over time (2).

In 1980 the EPA estimated that more than 8,500 schools in the US had friable asbestos and that over 3 million children were potentially exposed. Childhood exposure to asbestos is particularly concerning because of the nature of asbestos-related diseases. Most of them have a very long latency period; that is, they take a long time to develop after initial exposure to asbestos, often averaging 30 years. One extremely serious asbestos-related cancer, mesothelioma, can take up to 60 years to develop. A middle-aged adult exposed to asbestos may never develop mesothelioma or other asbestos-related cancers simply because he does not live long enough for the disease to develop, but of course children have a long lifespan before them. It is important therefore to avoid early asbestos exposure.

The EPA’s authority for school asbestos control is based on the Toxic Substances Control Act of 1976. From 1979 to 1982, the EPA had a voluntary school asbestos program. In 1982, the Asbestos in Schools Act of 1982 required schools to inspect for friable asbestos-containing material (ACM). In 1984, with the Asbestos School Hazard Abatement Act, Congress authorized $600 million federal grant and loan program to help schools with asbestos management, but it did not require schools to do anything with ACMs if they found them (3).

Finally, the EPA’s Asbestos Hazard Emergency Response Act (AHERA) was passed by Congress in 1986. Public school districts and non-profit private schools are subject to these rules. The local educational agencies administering these schools are required to inspect their schools for asbestos-containing material and to prepare management plans for any friable asbestos or nonfriable asbestos likely to become friable. The rules include:

1. Make an inspection for ACMs and then re-inspect every three years.

2. Develop, maintain and update a plan for the management of the ACMs and keep a copy at the school.

3. Notify parent, teacher and employee organizations yearly of the asbestos management plan and any action to be taken.

4. Designate a contact person to ensure that these requirements are met.

5. Perform periodic inspection of ACMs and suspected ACMs.

6. Ensure that people inspecting, forming and implementing the management plans are properly accredited.

7. Provide custodial staff with asbestos-awareness training (2).

Evaluation of a school starts with a review of the building records and inspection for friable ACMs. Inspectors also look for signs of damage or deterioration in nonfriable ACMs. If the presence of friable asbestos is confirmed, the degree of hazard is estimated by consideration of several factors: evidence of deterioration, evidence of physical damage, evidence of water damage and potential erosion, proximity to air
ducts, accessibility and exposure of the material, and change in building use.

Asbestos-containing materials can be managed in one of four ways. Complete removal of the material is the most direct approach. However, improper removal techniques can be very dangerous to workers and release much more asbestos into the air than leaving the material alone. Removal is not always the best choice. Enclosure is another option. This involves covering the surface of the friable ACM with another surface, such as an airtight wall or drop ceiling. Encapsulation, a third option, involves spraying the friable ACM with a sealant to prevent further fiber release. The fourth option, suitable for materials that are not immediately hazardous or of low risk, is “in-place management,” or regular inspection and maintenance. This has the advantage of lowest cost and avoids the risk of disturbing materials which may not be dangerous as long as they remain in good condition (1).

Whether to remove, enclose or encapsulate, or manage ACMs in place is a decision made by local school officials, and it is often a subject of debate. In the early 1980s the EPA encouraged removal, saying that it was “always appropriate, never inappropriate.” By 1985 the EPA had modified its stance, recommending in-place management where appropriate over removal. Public misunderstanding of the health risks involved, however, often ran contrary to conservative management. Parents demanded removal in many cases (3).  It is likely that millions of dollars have been spent on asbestos removal in situations where the removal itself increased the asbestos hazard due to improper techniques and cleanup.

In July 1991, the EPA released the results of a study of AHERA effectiveness. The study concluded that some elements of school asbestos programs were not being effectively implemented. The EPA observed that schools without a competent AHERA “designated person” were more likely to have AHERA violations. The EPA hired to a contractor to develop the Designated Person’s Self-Study Guide. The project was abandoned in 1992 due to lack of funding, but the manual was eventually updated and finalized in 1995 (4).

It is interesting to note the relative dearth of research and publications regarding school asbestos hazards in the United States during the last fifteen years. In the 1980’s, asbestos was a buzzword and a vast industry grew up around asbestos litigation and abatement. In the 1990s, other environmental health concerns gained the ascendancy, such as mold exposure and asthma, and in the 21st century, terrorism and security took over as the national anxiety. However, asbestos remains a concern. The very characteristic that makes asbestos so valuable to the construction industry, its virtual indestructibility, make it a continuing and enduring health hazard to be treated with respect in all environments, and particularly in school environments where child health is vulnerable.

'Asbestos In Schools' Resources:
  1. Committee on Environmental Hazards. Asbestos Exposure in Schools. Pediatrics. 1987 February. Vol. 79 (2), pp. 301-305.
  2. Environmental Protection Agency. Asbestos and Vermiculite. Asbestos in Schools 2007 August.
    Accessed: 19 August 2007.
  3. Scheberle, D. Indecent Exposure. Forum for Applied Research and Public Policy. 1998 Summer. Vol. 13 (2), pp. 110-114.
  4. U.S. Environmental Protection Agency, Office of Waste and Chemical Management, Region 10. AHERA Designated Person’s Self-Study Guide: How to Manage Asbestos in School Buildings. 1996 January, pp. 11-12.