Pillars of Governmental Environmental Public Health | A Guide to Scalable Environmental Public Health Programs
areas during summer months when schools are generally closed, such as vector control or recreational water pro- grams that experience increased activity during this period. Staffing assignments can consider the geographic location of schools and drive time, as well as factor in the type of schools assigned to each inspector. High schools tend to take longer to inspect than elementary schools and larger facilities usually take longer than smaller schools. Pro- grams can periodically change the routes of inspection assignments to redistribute the workload and get a fresh pair of eyes to evaluate the inspected facilities.
graduate to conduct joint inspections with limited over- sight and then eventually solo inspections.
Equipment Needs School safety and inspection programs need equipment for school inspections, including temperature measurement tools such as infrared thermometers to check classroom temperatures to ensure they are within state requirements. Indoor air quality assessment equipment such as rotating vane anemometers that can measure air velocity, air vol- ume, and temperature, and similar monitors and detectors can check indoor air quality and relative humidity. Light meters are useful to ensure classrooms are not too dark. General inspection tools include flashlights to aid in look - ing under sinks and checking for pest activity. Infrared cam- eras can help identify moisture issues in walls and ceilings. A playground inspection kit for playground safety inspec- tions is highly recommended. Additionally, for programs that also conduct school kitchen inspections, similar tools needed for food safety inspections are needed for school kitchen inspections as well—thermometers, chemical test strips for pH and cleaning solutions for dishwashers, etc. Funding Sources/Barriers School safety and inspection programs are funded through varied mechanisms, with significant differences across jurisdictions. Common sources of funds include state appropriations and general funds that provide funding for school EPH programs in some states; local health department gen- eral funds that often support school inspections as part of broader EPH services; fee-based systems where some jurisdictions charge inspection or permit fees to schools; and grant funding through EPH education grants from the U.S. Environmental Protection Agency (U.S. EPA), school integrated pest management grants, and other competi- tive federal and state grant programs. Challenges around funding include jurisdictional com- plexity where the authority for school EPH often spans multiple agencies (e.g., health departments, education departments, facilities management). These challenges create issues in coordinating resources and responsibilities and limit the dedicated funding streams for school EPH programs, with some programs competing for resources within broader EPH or education budgets, infrastructure funding gaps, and inequitable resource distribution.
Education/Training/Certifications
A bachelor’s degree in science and an REHS/RS credential were both identified as important for this role, providing the technical background useful to understand complex facility systems and health hazards. Additional certifi - cations, such as a certified playground safety inspector, could enhance program effectiveness for specific facility components. Additional training on topics such as inte- grated pest management (IPM) and other school-specific topics could expand inspector competency beyond basic EPH knowledge. In-house shadowing and training through shadowing experienced inspectors were noted as important for developing competency across different educational set- tings. Research participants recommend that new inspec- tors shadow experienced inspectors for at least three school levels—elementary, junior high, and high school. While elementary schools can be more straightforward, higher-level schools have chemistry laboratories or other programs that require more involved inspections. Having exposure to these types of schools and the inspections they entail gives a new inspector the breadth needed to
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