As advocates for healthy schools, we believe that every student deserves a safe and conducive learning environment. But it’s not always easy to identify exactly why or how a given school—or school system—is failing to make the grade when it comes to its facilities. That’s why we’ve developed the ABCs, or adequate building conditions, initiative that outlines what is necessary for a school building to serve its community safely and consistently.
Our ABC approach is framed by:
- Extensive experience in evaluation, assessment and testing of facility conditions in school buildings mostly in Philadelphia but also by work performed in other cities and areas around the country
- Substantive content knowledge and expertise about school building systems, indoor air and environmental quality issues, pollutants and contaminants, and the impacts and needs associated with construction, modernization, and improvement work
- Understanding that school building conditions, in Phila and around the U.S. are severely deficient and that often District leadership and managers and School Board members are too unfamiliar with, or too underfunded, or too unwilling to effectively tackle and address the situation
- Consensus from groups and agencies that have found deep and dangerous school building condition inadequacies, including:
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- EPA
- GAO
- U.S. Department of Education
- National Council on School Facilities (State Profiles)
- 21st Century School Fund
- American Society of Civil Engineer’s Report Card
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Because, surprisingly, no such standards exist right now for public school facilities.
We need minimum standards for schools that specify what the requirements are for the systems that comprise a school facility. And standards are possible.
With that in mind, let’s dive into what adequate building conditions are and why they matter.
The ABCs of Healthy Schools
Adequate building conditions (ABCs) simply refer to the physical state of school facilities, encompassing various aspects such as infrastructure, maintenance, cleanliness, and safety. It includes factors like functioning heating, ventilation, and air conditioning (HVAC) systems, roofing, plumbing, and the absence of hazards like asbestos, lead, and mold. When these conditions are met, students can learn and teachers can teach effectively, leading to improved academic achievement. We call them ABCs because when it comes to learning, they’re as important as, well, A-B-C.
When ABCs are met, it means
- that the ventilation and temperature controls work, and problems are unexpected.
- that leaks are fixed before mold grows and walls are damaged.
- that no known toxins (lead, mold, asbestos) are present anywhere in school facilities
- that all non-classroom facilities (bathrooms, drinking fountains, lunchrooms, playgrounds, etc.) are both safe to be used regularly and sufficient for the number of students and teachers present
But ABCs aren’t just a question of whether schools are investing in solving these physical issues. ABCs also require that an adequate management system is in place, that
- Data about various systems in the facility is collected, updated, shared, and used to anticipate and plan for future repairs
- There is “one source of truth” about how facility planning and repair systems are managed
- Routine replacements of worn-out equipment do not take administrators “by surprise” when they have been years in the making
Put another way: a school that meets the ABCs is a place you would be comfortable sending your kid. You wouldn’t wonder whether they’d be exposed to lead in the water or have to wear their coat when the heater breaks again or if they were going to be in the classroom that gets “roof juice” on the floor when it rains. You would be able to rest assured that they are physically safe and sound in the building where they spend a good portion of their day.
ABCs and The Educational Experience
ABCs are, by definition, a baseline for what students, faculty, and staff need to get the most out of any school facility. “Adequate” means, after all, “enough to get the job done”—not necessarily fancy, high-tech, or state-of-the-art, but solid and reliable.
But what happens when ABCs are not met? Well, quality educational programming cannot be expected when facilities are substandard or unsafe. Kids can’t learn, and teachers can’t teach, if they’re too hot, too cold, or unable to use basic facilities like bathrooms or lunchrooms.
But this isn’t just about the distracting drip drip drip of a leaky pipe, or a few drafty classrooms. In the worst case scenarios, toxic conditions in schools can adversely affect the health and well-being of students and staff. Poor indoor air quality, exposure to contaminants, and inadequate temperature control can lead to respiratory problems, allergies, and other health issues. These affect students and staff not only when they’re in school, but everywhere they go, by compromising their health—sometimes over the long term.
Basically, ABCs are a cornerstone of equitable academic achievement. By ensuring proper building conditions, we can prioritize the physical and mental health of everyone in the school community.
ABCs, Educational Equity, and Social Justice
ABCs are a useful framework to use in advocacy for the educational system as a whole, too.
Because the economic situation of a given area has a direct impact on its public schools—and vice versa—school facilities that are failing can fall into a vicious cycle of hindering economic development in communities. Businesses may be reluctant to invest in areas with substandard schools, impacting job opportunities and economic growth. By insisting that schools meet ABCs, we foster an environment that attracts investment and promotes prosperity.
Moreover, failing school buildings disproportionately affect traditionally marginalized groups, perpetuating educational inequity. Inadequate building conditions contribute to educational disparities, as marginalized communities often bear the brunt of neglected facilities. By advocating for ABCs, we strive to create a level playing field for all students, regardless of their background, income, or zip code. ABCs are a tool that can shed light on exactly how and why deficient facilities have long-ranging effects on public health, educational equity, and social justice. Together, with the ABCs, we can empower communities to take appropriate action and demand change.
So What Can Be Done?
If this sounds dire, then we have good news: there’s lots we can do.
We work with educators, parents, community organizations, and local leaders to identify and address issues in school buildings, and the ABCs are one of the crucial tools we use to help stakeholders become effective advocates for public school facilities. We want the ABCs to be an easy, portable, adaptable framework that anyone can use to evaluate a given school, make a case to their local lawmakers, and join with others concerned about similar issues. Too often, failing school facilities can seem like a “wicked problem” with no clear start or end, but ABCs cut through the confusion and allow us to identify what must be in place for a school to function at baseline.
Adequate building conditions are essential for providing a safe and nurturing learning environment for all students. By advocating for healthy schools, we not only prioritize the well-being of our students and staff but also promote educational equity and social justice. Together, let’s raise awareness, take action, and ensure that every child has access to a school that supports their growth, development, and success.become effective advocates for public school facilities. We want the ABCs to be an easy, portable, adaptable framework that anyone can use to evaluate a given school, make a case to their local lawmakers, and join with others concerned about similar issues. Too often, failing school facilities can seem like a “wicked problem” with no clear start or end, but ABCs cut through the confusion and allow us to identify what must be in place for a school to function at baseline.
Adequate building conditions are essential for providing a safe and nurturing learning environment for all students. By advocating for healthy schools, we not only prioritize the well-being of our students and staff but also promote educational equity and social justice. Together, let’s raise awareness, take action, and ensure that every child has access to a school that supports their growth, development, and success.