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9538

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Published by Chris Nash

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Published by: Chris Nash on Jul 26, 2008
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 Risks to Students in School
September 1995
OTA-ENV-633GPO stock #052-003-01447-5
 
Recommended Citation:
U.S. Congress, Office of Technology Assessment,
 Risksto Students in School,
OTA-ENV-633 (Washington, DC: U.S. Government Print-ing Office, September 1995).
 
iii
F
oreword
chool-aged children encounter a wide variety of hazards every day.While the leading causes of mortality for this age group are hazardsthat typically occur outside of the school environment, many hazardsresulting in injury or illness exist in schools. These hazards confrontchildren on their way to school, in the classroom, in the use of potentially haz-ardous materials in science, art, and industrial arts courses, on playgrounds, ingymnasiums, on athletic fields, and on their way home.Because of congressional interest in the health and safety of school chil-dren, the House Committee on Energy and Commerce and the House Com-mittee on Education and Labor requested the Office of TechnologyAssessment (OTA) to assess the available data on hazards to children inschools in the United States. A letter of support was received from the SenateCommittee on Labor and Human Resources. As directed, this study focuseson unintentional and intentional injuries (particularly violence) and illnessesfrom infectious diseases and environmental hazards (school materials, indoorair contaminants, and electromagnetic force).In addition to estimating the likelihood of injuries and illnesses in schools,OTA considered the quality, relevance, and predictive value of the availabledata about health and safety risks by examining how the data were collectedand interpreted. For many of the hazards in the school environment, theunderpinning scientific research is incomplete and thus of limited use. Thisreport does not, however, compare or rank risks. Decisionmakers, from Con-gress to individual school boards, are likely to want much more informationthan just numbers of deaths, illnesses, and injuries when setting priorities forimproving school safety. Public fear of particular risks and the feasibility andcost of reducing the risk are among other very important considerations. Assuch, this background paper represents the first step in the process of settingpriorities in risk reduction.OTA appreciates the support this effort received from hundreds of contrib-utors. Workshop participants, reviewers, contractors, school administrators,parents, and schoolchildren gave us invaluable support. OTA, however,remains solely responsible for the contents of this background paper.
ROGER C. HERDMAN
Director
S

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