Childhood Asthma and Indoor Allergens: The Classroom May Be a Culprit

Epstien, Barbara L.

doi:10.1622/1059-8405(2001)017[0253:caaiat]2.0.co;2

Cited by 3 publications

(4 citation statements)

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“…As the children spend in kindergartens a considerable amount of the time (approximately 30 h weekly), it is extremely important to ensure conditions that are appropriate and advantageous for their health and development. The results of the published studies indicate that the indoor allergen concentrations determined in kindergartens often reach levels comparable to those in home environments and also exceed threshold concentrations which in sensitive individuals may produce allergic symptoms, including bronchial asthma [1][2][3][4]. The main allergens determined in the air and settled dust collected in kindergartens (floors, carpets, beds, soft toys) comprise the house dust mite allergens, buildings.…”

Section: Introductionmentioning

confidence: 99%

Indoor allergens in settled dust from kindergartens in city of Łódź, Poland

Cyprowski¹,

Buczyńska²,

Szadkowska-Stańczyk³

2013

International Journal of Occupational Medicine and Environmental Health

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Objectives:The main objective of the study was to determine the levels of house dust mite (Der p1), dog (Can f1), cat (Fel d1) and cockroach (Bla g2) allergens in kindergartens localized in an urban agglomeration. Material and Methods:A quantitative analysis of allergens was carried out in settled dust samples collected by vacuuming the floor surface in three kindergartens (N = 84) and children's clothing (N = 36). The samples were collected in springsummer and autumn-winter periods as well as at the beginning and end of the week. The allergen dust concentration was determined by enzyme-linked immunoenzymatic assay (ELISA). Results: The mean geometric concentrations (±geomet-ric standard deviations) of allergens Der p1, Can f1, Fel d1 and Bla g2 determined in kindergartens were: 0.02±3.21 μg/g of dust; 0.97±4.49 μg/g of dust; 0.30±4.43 μg/g of dust and 0.01±3.08 μg/g of dust, respectively. Younger classrooms (children aged from 3 to 4 years) were characterized by almost twice higher mean concentration of allergen Fel d1, as compared to older classrooms (children aged from 5 to 6 years) (p < 0.05). A significant impact of seasonality on the level of dog allergen Can f1 was found (p < 0.05). No significant weekly variation was found in average concentrations of the allergens. Children who had a dog and/or cat at home were characterized by high concentrations of allergens Can f1 and Fel d1 on their clothes (59.2±5.39 μg Can f1/g of dust; 3.63±1.47 μg Fel d1/g of dust), significantly higher than concentrations of allergens in children who did not have any pets (p < 0.001). Conclusions: Special attention should be paid to keeping the kindergarten rooms tidy and clean and to an appropriate choice of furnishings and fittings which would prevent the proliferation of the house dust mite and accumulation of allergens.

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Section: Introductionmentioning

confidence: 99%

Indoor allergens in settled dust from kindergartens in city of Łódź, Poland

Cyprowski¹,

Buczyńska²,

Szadkowska-Stańczyk³

2013

International Journal of Occupational Medicine and Environmental Health

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“…The nurses in the current study cited mold, dust, cleaners, school supplies, bus fumes, and construction as potential triggers of concern, indicating that many NYS schools could have IAQ problems with the potential to impact students with asthma. Control of asthma triggers in the school environment is an important part of asthma management (Baker, Friedman, & Schmitt, 2002; Epstien, 2001; NAEPP, 1997; Parker, 2006). Nurse participation on health and safety committees or other bodies that address problems in the school environment is one important way for nurses to have a voice in improving aspects of IAQ relevant to asthma.…”

Section: Discussionmentioning

confidence: 99%

“…Nurses can inform themselves about school IAQ recommended best practices and policies by accessing the USEPA’s Tools for Schools program information (USEPA, 1995). Use health office records to identify temporal and location patterns in asthma exacerbations and allergic reactions to help identify possible environmental problems at school that could be impacting students with asthma (Epstien, 2001). …”

Section: Implications For School Nursing Practicementioning

confidence: 99%

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Asthma Prevalence, Management, and Education in New York State Elementary Schools: A Survey of School Nurses

Kielb

Lin

Hwang

2007

The Journal of School Nursing

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A survey of school nurses was conducted in New York State elementary schools to assess asthma and asthma management in students. The survey contained questions about asthma morbidity, management and education, obstacles to management, and school indoor air quality. The reported prevalence of asthma among students was 8.5%. Of the students with asthma, 64% visited the health office, 26% were absent from school, 20% had physical limitations, and 7% needed urgent care. Only 28% had a written management plan at school, less than 25% of schools used asthma self-management programs, and obstacles to management included lack of time and funding. More than 25% rated school indoor air quality as "fair" or "poor." Schools need to adopt key components of asthma management, and school nurses should be encouraged to work with others in the school setting to address indoor air quality problems that might be affecting health.

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Asthma-Related Environmental Practices and Asthma Awareness in California Child Care Centers

Goveia¹,

Shaikh²,

Windham³

et al. 2005

Pediatric Asthma, Allergy & Immunology

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Asthma prevalence is increasing. Child care centers can play an important role in controlling asthma morbidity in young children. Therefore, we assessed asthma-related environmental practices in licensed centers and asthma awareness among child care staff. Two crosssectional surveys were mailed to 1,250 randomly selected California licensed facility child care centers in 2002. Site directors were asked about the presence of items that can trigger asthma and asthma experience in their centers and were requested to distribute surveys to three child care staff members. Staff surveys assessed asthma knowledge, attitudes, and beliefs using previously validated questions. Univariate and multivariate analyses examined frequencies and relations between responses and asthma-related factors. A total of 284 (24%) site directors and 666 (18%) staff members completed surveys. The median number of children enrolled at the centers was 48 (range, 1-1,356), with a median of 2 children with asthma (range, 0-55). During the preceding year, 55% of site directors treated an asthma episode with medication. Dust was the most commonly reported asthma trigger (84%). Although smoking in California child care centers is illegal, tobacco smoke was reported by 7% of centers. Among staff, the mean percentage of correct responses to knowledge questions was 66% (standard deviation Ϯ 15%). Independent predictors of higher asthma knowledge among staff members were asthma training, older age, longer time working in child care, and personal asthma experience. The findings indicate that asthma-related environmental risk factors are commonly reported in child care centers and asthma knowledge among staff varies. Interventions in both areas could improve management and outcomes of children with asthma. (Pediatr Asthma Allergy Immunol 2005; 18[1]:12-24.)

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Childhood Asthma and Indoor Allergens: The Classroom May Be a Culprit

Cited by 3 publications

References 0 publications

Indoor allergens in settled dust from kindergartens in city of Łódź, Poland

Indoor allergens in settled dust from kindergartens in city of Łódź, Poland

Asthma Prevalence, Management, and Education in New York State Elementary Schools: A Survey of School Nurses

Asthma-Related Environmental Practices and Asthma Awareness in California Child Care Centers

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