Indoor Chemical Exposures in Secondary Schools post-COVID-19 Pandemic: A Cohort Study of New Work-Based Learning Teachers

We obtained cross-sectional repeated measures self-report survey data on workplace safety and health and wellness from newer, early-to-mid-career New Jersey (NJ) secondary or high school (HS) teachers supervising work-based learning on- and off-campus in specific career clusters within career-technical-vocational education. This cohort study in the 2021-2024 school years (SYs) is a unique opportunity. It immediately proceeded the 2019-2021 SYs. Due to COVID-19, most 2020 2nd semester (3/18-6/30/2020) and 2020-2021 SY in-person classes went online;extracurricular activities were cancelled or substantially altered for online/virtual substitutes;and, no-to-little in-person HS teaching and off- or on-campus activities. Upon return 8-9/2021, classrooms, labs, shops, etc. were cleaned. Data suggested risks of human exposure to chemical agents from cleaning, disinfecting and sanitation consumer products use, given concerns about viral (and bacterial) loads collecting and potentially remaining on frequently contacted surfaces. We present study design, recruitment data, and selected survey content responses from ongoing research 2021-2024. © 2022 17th International Conference on Indoor Air Quality and Climate, INDOOR AIR 2022. All rights reserved.

Fall 2020 COVID-19 Needs Assessment among New Jersey Secondary School Educational Professionals

Secondary or high school (HS) educational professionals expressed concerns about dealing with environmental and occupational health and safety protocols due to COVID-19. Concerns related to fall 2020 school re-opening and getting back into in-person teaching-whether full-time, part-time or some other approved hybrid model-plus ongoing uncertainty with how the state and federal government will be handling matters about mandates for virtual learning, rapid testing, vaccine distribution, etc. These concerns were related to both their experience as educational professionals and genuine interest in personal and student well-being. This study was a cross-sectional online survey in early fall from mid-September-early October 2020. Of a possible maximum participation of 740 New Jersey (NJ) supervisory-level HS teachers and administrators (e.g., department chairs, district and school principals), 100 confirmed unique respondents (13.5%) consented and completed the survey. Of 100 experienced (mean 18 years teaching) participants, 70% responded to the gender identity question (overall, 61% female, 39% male;by NJ region, gender ratios were similar). There were statistically significant differences (using Fischer's exact test) between NJ regions regarding provision of online counseling and support services for teachers (p < 0.001);for resources and equipment for teachers to mediate online learning (p = 0.02);for assistive video technology tools (p = 0.03) and accessibility to structured online learning and professional development (p = 0.002);concerning learning aids to engage students in online instruction, online counseling, and support services for students and their families (p = 0.006);appropriate protocol is clean and disinfect areas used by a person with COVID-19 (p = 0.002);and, immediately separate staff and students who screen positive for COVID-19 (p = 0.03). There were few statistical differences by gender. This study reported what participants wanted regarding the development of future policies then implemented as reopening practices. Data can inform recommendations in NJ and elsewhere at federal, state, and local levels. Data provide new insights and valuable information to inform the consideration of acceptability of various policy measures among HS education professionals.