Environmental Racism and Air Pollution in Schools: Advancing Justice for Healthy Learning Environments (SDG 3, 10 & 11)
Environmental racism refers to the systemic placement of hazardous waste sites, industrial facilities, and other ecological burdens disproportionately in communities of color and low-income neighborhoods. This issue is particularly critical in the context of air pollution affecting schools, where marginalized students face significant health and educational disparities. Environmental racism refers to the disproportionate exposure of marginalized communities—often communities of color and low-income groups—to environmental hazards such as industrial facilities, landfills, and major highways.
Recent studies highlight the alarming scale of this issue. According to a report by the American Lung Association (2024), over 70% of Black and Latino children in the United States attend schools located within a mile of highways or industrial zones. These areas are typically hot spots for air pollutants such as particulate matter (PM2.5), nitrogen oxides (NOx), and volatile organic compounds (VOCs), all of which are linked to respiratory diseases, reduced cognitive function, and other health problems.
Globally, the situation is equally dire. A UNICEF report (2023) revealed that approximately 1 in 3 children worldwide is exposed to air pollution levels six times higher than WHO guidelines, with schools in lower-income countries often situated near high-pollution zones. This disproportionate exposure exacerbates existing inequalities, as students in these schools already face challenges related to underfunding, overcrowding, and lack of resources.
The intersection of environmental racism and air pollution in schools underscores the urgent need for policy interventions. Addressing this issue is essential for safeguarding the health and future of millions of children while ensuring environmental justice and equality.
The timeline for environmental justice advocacy began around the civil rights movement of the 1960s. For example, unfair treatment and ecological justice were key messages in the Memphis sanitation workers’ strike. However, environmental justice came to national consciousness in 1982, when a Black community in North Carolina was designated as a site for waste known to have carcinogenic compounds. The same year, civil rights leader Benjamin Chavis coined the term “environmental racism,” emphasizing the realities of environmental hazards and how they disproportionately affect communities of color
1. Impact of Air Pollution on Education
Recent studies highlight that air pollution significantly affects children’s academic performance. For instance, a comprehensive analysis from Yale found that exposure to fine particulate matter (PM2.5) correlates with lower standardized test scores, especially among racial minorities and girls. These groups often lack the resources to mitigate the negative effects of pollution, exacerbating existing inequalities.
Using data from the North Carolina Education Research Data Center, the researchers tracked 2.8 million public school students in North Carolina from 2001 to 2018. They measured their exposure to PM2.5, also known as fine particulate matter, in polluted air. Previous research has shown an association between adverse outcomes and academic performance in children.
Furthermore, schools located in areas with higher proportions of students of color and those eligible for free or reduced lunch—indicators of poverty—tend to experience elevated levels of pollutants like nitrogen dioxide (NO2) and PM2.5. This disparity suggests that children from marginalized backgrounds are not only more likely to attend schools with poor air quality but also suffer more severe consequences from this exposure.
Schoolchildren in the US are also impacted by racial, ethnic, and economic disparities in air pollutants. Although few studies have investigated pollution disparities at schools across the US nationally, previous studies of specific school districts have found that modeled average pollutant concentrations are higher at schools with higher percentages of Black or African American, Hispanic, and multi‐ethnic students.
Counts of Students Belonging to Different Racial, Ethnic, Poverty, and Urbanicity From the NCES Data Set
Category Number of students
Total number in CONUS 49,528,556
Racial/ethnic demographics
White 23,010,769 (46.5%)
Hispanic 13,766,440 (27.8%)
Black or African American 7,472,589 (15.1%)
Asian or Asian/Pacific Islander 2,611,033 (5.3%)
American Indian/Alaska Native 429,722 (0.9%)
Native Hawaiian/Other Pacific Islander 129,881 (0.3%)
Two or more races 2,106,522 (4.3%)
Poverty indicators
Eligible for free or reduced lunch program 23,880,131 (48.2%)
Locale categorization
Urban 15,198,470 (30.7%)
Suburban 19,486,154 (39.3%)
Town 5,325,761 (10.8%)
Rural 9,518,171 (19.2%)
2. Why Does Environmental Racism Exist?
Environmental racism occurs because of social, economic, and political factors. For example, unfair practices like redlining, where certain neighborhoods or areas are marked on a map, have harmed communities of color, forcing individuals and families to live in areas with few resources and more environmental dangers.
Other reasons that environmental racism exists include the following
v Lack of representation. Historically, people of color weren’t included in leadership roles or decision-making processes when it came to the environment. As a result, they had very little influence over discriminatory environmental practices, perpetuating environmental inequities.
v Lack of accountability. Environmental regulations help limit the damage, but enforcement in these communities is often an afterthought, further exacerbating the disparities. Oftentimes, communities have had increased exposure to environmental hazards without knowing about them because no one was ever held to account.
3. Why Is Environmental Racism Important?
Understanding environmental racism is crucial for several reasons. Recognizing its root causes arms individuals and groups with essential knowledge to advocate for equitable environmental policies and dismantle systemic inequalities. It also increases awareness and education about the far-reaching implications and impact that environmental racism has had on marginalized communities. For example, public health research has shown that environmental racism impacts physical and mental health. It’s also important to understand the links between racial and environmental justice, including how environmental racism creates a lack of economic opportunities.
Environmental equity advocates and allies can leverage this understanding of the impacts of environmental racism to develop solutions to mitigate the challenges and address the causes and effects. This understanding can also help individuals and groups forge alliances and build solidarity across different communities and movements.
4. Causes of Environmental Racism
Several underlying causes of environmental racism exist, including the historical legacy of discriminatory policies and practices in the U.S. Economic factors also play a significant role. Often, companies put dangerous facilities in poor areas with fewer regulations to make more money. Putting the interests of corporations before those of communities causes environmental racism and economic exploitation.
Political factors further contribute to environmental racism. Marginalized communities are often ignored because they’re not represented or heard in the decision-making process. This causes less enforcement of environmental rules and sustains environmental unfairness.
5. Health Consequences
The health implications of environmental racism are profound. Children exposed to high levels of air pollution are at increased risk for respiratory illnesses, developmental disorders, and chronic absenteeism, which is linked to poorer academic outcomes. Air pollution, toxic waste, and contaminated water can lead to various health problems, including respiratory illnesses, cancer, and developmental disorders.
A report from the Asthma and Allergy Foundation of America (AAF) shows that Black and Puerto Rican Americans have a higher rate of asthma than white Americans. The major drivers for the disparities are social determinants like neighborhood and physical environment, as well as structural inequities like racism and discriminatory policies. According to a study published in the Journal of Allergy and Clinical Immunology, evidence points to associations between asthma and environmental and occupational hazards and poorer housing quality, which are products of structural racism that disproportionately affects communities of color.
Communities of color face a disproportionate amount of pollution from various sources, including industrial activities, construction projects, and vehicular emissions. For example, PM2.5, a type of ambient fine particulate air pollution, has been identified as the leading environmental cause of death in these marginalized communities. Studies on PM2.5 have shown that people of color, including Black and Hispanic people, as well as Asian Americans, experience higher levels of exposure to this type of pollution.
These disparities show how exposure to polluted and toxic environments heightens the health risks faced by these communities. Social and economic consequences also exist. Individuals living in or near areas impacted by environmental racism have limited economic opportunities because businesses are wary of investing in environmentally hazardous communities. The lack of economic development marginalizes these communities and perpetuates the cycle of poverty.
Addressing environmental racism is tied to social justice. Living in environments with high levels of pollution and contamination causes stress and anxiety, impacting mental health. It also strains community relationships and erodes social cohesion, which can hinder collective action and community empowerment. For example, Black and Puerto Rican children have shown higher rates of asthma, largely attributed to environmental hazards prevalent in their communities. These health issues can lead to long-term educational setbacks and diminished life opportunities.
6. Protecting Schools in Polluted Areas from Environmental Racism
To protect schools located in polluted areas from the effects of environmental racism, a multifaceted approach is necessary. This includes policy advocacy, community engagement, educational initiatives, and infrastructure improvements. Here are key strategies that can be implemented:
v Policy Advocacy Implement Anti-Racist Policies: Schools should adopt and enforce anti-racist policies that specifically address environmental justice. These policies can guide actions to reduce pollution exposure and promote equitable resource distribution among schools in disadvantaged areas. This includes establishing clear definitions of environmental racism and creating frameworks for addressing incidents of discrimination.
u Environmental Regulations: Advocate for stricter regulations on industrial emissions and the placement of hazardous facilities. Schools can collaborate with local governments to ensure that zoning laws protect educational institutions from nearby polluting industries.
v Community Engagement
Involve Stakeholders: Engage parents, students, and community members in discussions about environmental issues affecting their schools. This can empower communities to advocate for cleaner environments and hold authorities accountable for environmental injustices.
u Grassroots Initiatives: Encourage the formation of community organizations focused on environmental justice. These groups can work to raise awareness about pollution issues and mobilize efforts to demand change from local governments and school boards.
v Educational Initiatives
Integrate Environmental Justice into Curriculum: Schools should incorporate environmental justice education into their curricula. Teaching students about the impacts of pollution and their rights can empower them to advocate for healthier environments. Programs that focus on experiential learning, such as community gardening or environmental science projects, can foster a sense of agency among students.
u Training for Educators: Provide training for teachers on environmental health issues and culturally responsive teaching practices. This will enable them to better address the needs of students affected by environmental racism and create supportive learning environments.
v Infrastructure Improvements
Invest in Air Quality Solutions: Schools should invest in air purification systems, regular maintenance of ventilation systems, and other infrastructure improvements to enhance indoor air quality. Implementing policies that promote clean air practices, such as reducing vehicle idling near schools, can also mitigate outdoor pollution exposure.
u Create Green Spaces: Develop green spaces around schools to improve air quality and provide students with access to nature. Green infrastructure not only helps filter pollutants but also promotes physical activity and mental well-being among students.
By implementing these strategies, schools in polluted areas can create safer learning environments, combat environmental racism, and contribute to broader efforts aimed at achieving social equity and justice.
7. Policies to Reduce Air Pollution in Schools
To effectively reduce air pollution in schools, a variety of policies can be implemented at local, state, and federal levels
These policies should focus on improving air quality through enhanced infrastructure, better management practices, and community engagement. Here are some key policy recommendations:
a) Improve Ventilation and Filtration Systems
Ø Upgrade HVAC Systems: Schools should invest in high-efficiency ventilation systems that utilize MERV-13 or higher filters to improve indoor air quality. Regular maintenance and monitoring of these systems are essential to ensure they function effectively.
Ø Install Air Quality Monitors: Implementing CO2 monitors can help assess ventilation effectiveness. Displaying CO2 levels in classrooms can increase awareness and accountability regarding indoor air quality.
Ø Use Portable Air Purifiers: In classrooms lacking adequate HVAC systems, portable air purifiers equipped with HEPA filters can significantly reduce airborne pollutants.
b) Establish Indoor Air Quality Standards
Ø Local Regulations: School boards can create and enforce local regulations mandating minimum indoor air quality standards based on best practices. This could include guidelines for ventilation rates, filtration efficiency, and regular air quality assessments.
Ø Comprehensive Indoor Air Quality Management Plans: Schools should develop management plans that include inventories of hazardous chemicals used on-site, regular inspections for mold and allergens, and protocols for maintaining clean indoor environments.
c) Transportation Policies
Ø Anti-Idling Policies: Implementing anti-idling regulations for school buses and parent drop-off zones can help reduce vehicle emissions near school premises. Schools can educate parents about the importance of turning off engines during pick-up and drop-off times.
Ø Promote Active Transportation: Encourage walking, cycling, or using public transportation among students by providing safe routes and facilities such as bike racks. Schools can also organize events to promote these modes of transport.
d) Community Engagement and Education
Ø Awareness Campaigns: Schools should engage students and parents in awareness campaigns about air quality issues and encourage them to monitor local air quality indices (AQI). Displaying real-time AQI information can help families make informed decisions about outdoor activities.
Ø Involve Students in Solutions: Encourage students to participate in projects that address air quality, such as creating DIY air purifiers or conducting air quality assessments around the school. This hands-on approach fosters environmental stewardship among students.
e) Green Infrastructure Initiatives
Ø Plant Trees and Vegetation: Establishing green barriers with native trees and shrubs around school properties can help absorb pollutants and improve overall air quality.
Ø Implement Sustainable Practices: Schools should adopt sustainable practices such as using cleaner fuels for heating and cooking, reducing reliance on diesel generators, and ensuring proper waste disposal to minimize emissions from burning waste.
By implementing these policies, schools can significantly reduce air pollution levels, protect the health of students and staff, and create a more conducive learning environment.
7. Successful Case Studies of Schools Overcoming Air Pollution Issues
Several schools and districts have successfully implemented strategies to address air pollution, improving the health and learning environments for students. Here are notable case studies:
A. Los Angeles Unified School District (LAUSD)
LAUSD has established a comprehensive air quality monitoring network across its campuses. This initiative includes:
i. High-Resolution Monitoring: The district collects neighborhood-level air quality data to understand pollution sources and impacts on student health.
ii. Real-Time Data Access: The data is made publicly accessible, enabling parents and staff to make informed decisions about outdoor activities based on current air quality levels.
iii. Policy Integration: LAUSD uses this data to inform policies regarding school closures or adjustments to outdoor activities during high pollution days, effectively protecting students from harmful exposure4.
B. Montpellier, France
In Montpellier, an experiment was conducted in three schools to monitor outdoor air quality in playgrounds. Key actions included:
a. Environmental Monitoring: The schools utilized sensors to measure air quality in real time, allowing for immediate responses to poor air conditions.
b. Green Initiatives: The implementation of school gardens and green spaces not only improved aesthetics but also acted as natural filters for pollutants, enhancing overall air quality.
c. Community Engagement: Schools involved students and parents in tree-planting initiatives and educational programs focused on environmental awareness, fostering a culture of sustainability.
C Stjärnans Förskola, Sweden
Stjärnans Förskola implemented a monitoring system to address air quality concerns related to road traffic. Actions taken included:
a) Air Quality Monitoring Units: A Kunak AIR Pro unit was installed in the playground to monitor particulate matter (PM10, PM2.5, PM1) during critical seasons when pollution levels were expected to rise due to traffic.
b) Data-Driven Decisions: The collected data helped the school make informed decisions about outdoor activities and communicate with parents about safety measures during high pollution events.
D. Green Initiatives in Schools
Various schools have adopted green initiatives that contribute to better air quality:
a. School Gardens: Many schools have created gardens that serve as educational tools while improving local air quality through increased vegetation.
b. Sustainable Practices: Schools are integrating non-polluting materials in construction and renovation processes, which reduces indoor air pollution sources2.
E. Participatory Budgeting Initiatives
Some schools have engaged their communities through participatory budgeting processes:
a) Community Involvement: Schools allowed parents and local residents to vote on projects to improve air quality, such as installing air purifiers or enhancing ventilation systems.
b) Crowdfunding Campaigns: School communities have successfully launched crowdfunding initiatives to finance air quality improvement projects, demonstrating grassroots support for healthier environments2.
These case studies illustrate that through strategic monitoring, community engagement, green initiatives, and effective policy implementation, schools can successfully mitigate the impacts of air pollution and create healthier learning environments for students.
By addressing these factors through a multifaceted approach that includes policy reform, community involvement, infrastructure development, and equitable funding, we can work towards healthier learning environments for all students, thereby advancing goals related to Sustainable Development Goals (SDG) 3 (Good Health and Well-being), 10 (Reduced Inequalities), and 11 (Sustainable Cities and Communities).