Millions of children and adults across the nation spend their days in school buildings, and they need safe, healthy environments to thrive, learn, and succeed. This book explores the school environment using the methods and perspectives of environmental health science. Though environmental healht has long been understood to be an important factor in workplaces, homes, and communities, this is the first book to address the same basic concerns in schools. The editors are physicians and educators trained in pediatrics, occupational and environmental medicine, and medical toxicology, and the authors are experts in their fields drawn from across the United States and abroad. Each section of the book addresses a different concern facing schools today. In the first six sections, the various aspects of the school environment are examined. Chapters include the physical environment of the school, air quality issues, pest control, cleaning methods, food safety, safe designs of playgrounds and sports fields, crime and violence prevention, and transportation. In the last two sections, recommendations are made for school administrators on how to maximize the health of their schools. Appropriately evaluating the school environment, implementing strategies to address children and adults with disabilities, emphasizing health services, infectious disease prevention and recognition, and occupational health for faculty and staff are all addressed. The entire book is evidence-based, readable, generously illustrated, and practical. An indispensable resource for parents, school staff, administrators, government officials, and health professionals, this book is for anyone who cares about the health of ourschools.

Break the Cycle of Children's Environmental Health Disparities (BTC) is an annual, collaborative, interdisciplinary research and training program involving university students in academic tracks that focus on the impact of adverse social, economic, and environmental factors on children's health, development, and education. The target populations are communities where environmental hazards are related to circumstances of social and economic disadvantage. Each student develops a project that focuses on preventing or reducing adverse environmental factors to benefit the children who live in these communities. At the end of the project, the students present their studies and findings at a national conference and write papers that are then published. This book is the result of the 13th BTC projects. The projects cover a range of factors that have an influence on individual, community, and social perspectives. Most importantly, they inform us about children's environmental health disparities, and propose solutions to reduce and eliminate health disparities in order to promote health equity for all children. The authors also cover a brief history of human habitation and the associated environmental degradation, accompanied by what has been done to address the process. They recommend a constructive approach to breaking the cycle of environmental degradation, moving toward the promise of a positive future for our planet in good ecological balance with health and well-being for generations to come.

This book represents a body of work performed by students from a diverse set of disciplines and a variety of universities. Each project was developed by the students to "break the cycle" of social, economic and environmental health disparities. This book contains the projects from the tenth annual "Break the Cycle" program. "Break the Cycle" projects are designed to raise awareness among students of the reality of environmental health disparities and its impact on the world around them. Although the students may feel daunted by the magnitude of the challenge, they need to know that even the relatively small project they develop can make a big difference and becomes part of an inexorable process towards making the world a better place for all of its citizens. The dictum that "It is not incumbent upon you to finish the task, yet, you are not free to desist from it" empowers the students to take on a challenge for a lifetime. We believe that the lessons learned by the students from their own projects, from working with the other students and from appreciating the difference that each little effort can make, goes significantly towards cultivating our future leaders. They are the people who will carry on the work and make the world a better place.

This book represents a body of work performed by students from a diverse set of disciplines and a variety of universities. Each project was developed by the students to "break the cycle of social, economic and environmental health disparities." This book contains the projects from the ninth annual "break the cycle" program. "Break the cycle" projects are designed to raise awareness among the students of the reality of environmental health disparities and its impact on the world around them. Although the students may feel daunted by the magnitude of the challenge, they need to know that even the relatively small project they develop can make a big difference and becomes part of an inexorable process towards making the world a better place for all of its citizens. The dictum that "It is not incumbent upon you to finish the task, yet, you are not free to desist from it" empowers the students to take on a challenge for a lifetime and beyond. We believe that the lessons learned by the students from their own projects, from working with the other students and from appreciating the difference that each little effort can make, goes significantly towards cultivating our future leaders. They are the people who will carry on the work and make the world a better place in their time.

Break the Cycle of Childrens Environmental Health Disparities (or simply, Break the Cycle) is an annual collaborative interdisciplinary research and training program involving university students in academic tracks that focus on the impact of adverse social, economic, and environmental factors on childrens health, development, and education. The target populations are communities where environmental hazards are related to circumstances of social and economic disadvantage. Each student develops a project that focuses on preventing or reducing adverse environmental factors to benefit the children who live in these communities. At the end of the project, the students present their studies and findings at a national conference and write papers which are then published. This book is the result of the 12th annual Break the Cycle program. The projects cover a range of factors that operate over a period of time and have an influence on individual, community, and social perspectives. Most importantly, they inform us about childrens environmental health disparities and propose solutions to reduce health disparities in order to promote health equity for all children.

The "Break the Cycle" program has been an annual academic event since 2005, recruiting students from many different disciplines and departments at different universities across the United States and the world, to break the cycle of environmental health disparities at any point. This volume presents the set of "Break the Cycle" projects that look at the international stage. Environmental conditions and health disparities are universal and represent a challenge for our global village. We hope to see many more students assist with this program in different international settings. The students are, after all, our future; our work is a preparation for them to make the world a better place for generations to come. Poverty, disadvantage, disease and disability are all global challenges. This global picture has been captured in the Millennium Development Goals 2015, which came out of the Millennium Summit in September 2000, the largest gathering of world leaders in history. We now have the UN Sustainable Development Goals to guide our efforts for the next couple of decades.

This book represents a body of work performed by students from a diverse set of disciplines and a variety of universities in the United States and Santiago, Chile. Each project was developed by the students to "break the cycle of social, economic and environmental health disparities". This book contains the projects from the eighth annual Break the Cycle' program. "Break the Cycle" projects are designed to raise awareness among the students of the reality of environmental health disparities and its impact on the world around them. Although students may feel daunted by the magnitude of the challenge, they need to know that even the relatively small project they develop can make a big difference and becomes part of an inexorable process towards making the world a better place for all of its citizens. The dictum that "It is not incumbent upon you to finish the task, yet, you are not free to desist from it" empowers the students to take on a challenge for a lifetime and beyond. We believe that the lessons the students learned from their own projects, from working with the other students and from appreciating the difference that each little effort can make, goes significantly towards cultivating our future leaders; these are the people who will carry on the work and make the world a better place in their time.

The "Break the Cycle" program has been an annual academic event since 2005, recruiting students from many different disciplines and departments at different universities across the United States and the world, to break the cycle of environmental health disparities. The chapters in this book range from descriptive narratives to analyses and intervention studies. They cover everything from considerating prenatal vulnerabilities of the fetus, to the outcomes of premature newborn infants through personal, family, community and social perspectives, to grandparents who are taking care of their grandchildren with disabilities; they look at health, nutrition, education and community responsibility. Most importantly, these chapters inform the reader about childrens environmental health disparities, and provide solutions to reduce and eliminate these health disparities.