Phoenix-area elementary school to move remote for air quality concerns – AZFamily

Report on Campus Closure at Kyrene de la Sierra Elementary and its Relation to Sustainable Development Goals

Executive Summary

Kyrene de la Sierra Elementary School initiated a temporary campus closure and transition to remote learning due to air quality concerns arising from ongoing roof construction. This report analyzes the incident through the framework of the United Nations Sustainable Development Goals (SDGs). The school’s actions highlight the complex interplay between ensuring SDG 3: Good Health and Well-being, maintaining SDG 4: Quality Education, and upgrading infrastructure in line with SDG 9: Industry, Innovation, and Infrastructure and SDG 11: Sustainable Cities and Communities.

Incident Analysis: Intersection of Health, Education, and Infrastructure

Prioritizing SDG 3: Good Health and Well-being

The administration’s primary justification for the campus closure was the health and safety of students and staff, a direct alignment with the core principles of SDG 3. The decision was made as a precautionary measure following air quality tests that revealed “elevated particulate levels.”

• Health as a Priority: The school’s statement, “The health and safety of our students and staff is our highest priority,” reflects a commitment to SDG Target 3.9, which aims to substantially reduce illnesses from air pollution and hazardous chemicals.
• Precautionary Principle: Although official test results are pending and the detected levels may not be harmful, the school acted proactively to mitigate potential health risks, demonstrating a responsible approach to public well-being.

Challenges to SDG 4: Quality Education

While necessary for safety, the closure and subsequent relocation present significant challenges to providing consistent, quality education as mandated by SDG 4. The disruption underscores the importance of safe learning environments (SDG Target 4.a) for educational continuity.

1. Disruption of Instruction: The sudden shift to remote learning and a planned, long-term relocation to alternative campuses disrupts the stable learning environment essential for effective education.
2. Ensuring Equitable Access: The district is attempting to mitigate educational disruption by providing support for students needing technology and continuing transportation services. This action supports the goal of inclusive and equitable education for all.
3. Upgrading Learning Facilities: The root cause, a roof construction project, is fundamentally an effort to improve educational facilities. However, the incident reveals a critical need for construction management practices that do not compromise the immediate safety and accessibility of the learning environment.

Implications for SDG 9 & SDG 11: Sustainable Infrastructure and Communities

The situation at Kyrene de la Sierra serves as a case study for the challenges inherent in developing sustainable infrastructure (SDG 9) within established communities (SDG 11). The goal is to create resilient infrastructure, but the process must not negatively impact community health.

• Infrastructure Development: The roof project is a critical campus improvement, aligning with SDG 9’s call for reliable and resilient infrastructure.
• Environmental Impact on Communities: The resulting air quality issue is a direct conflict with SDG Target 11.6, which calls for reducing the adverse per capita environmental impact of cities, with special attention to air quality. This highlights a failure to manage the environmental externalities of a construction project.

Institutional Response and Stakeholder Impact

Kyrene School District’s Mitigation Strategy

The Kyrene Emergency Management Team has outlined a multi-phase response to manage the situation while construction is completed.

• Immediate Action: A temporary period of remote learning from August 4 through August 8.
• Intermediate Solution: Relocation of students to alternative campuses from August 11 to September 26.
• Safety Measures: Implementation of on-site controls, including sealing air intakes, replacing all filters, deploying air scrubbers, and conducting repeated air quality tests.
• Logistical Support: Finalizing and communicating details regarding student location, transportation, and other essential services.

Community Feedback and Alignment with SDG 16: Peace, Justice, and Strong Institutions

Parental feedback indicates concerns regarding the school’s communication strategy, which relates to SDG 16: Peace, Justice, and Strong Institutions. This goal emphasizes the need for effective, accountable, and transparent institutions.

• Communication Gaps: Parents reported receiving short notice via an automated call on a Sunday, leading to feelings that the district showed a lack of empathy and was not sufficiently transparent.
• Institutional Accountability: The perceived failure to provide timely, detailed information and to be accessible for parent inquiries represents a challenge to building trust between the community and the educational institution, a key component of SDG 16. The disruption to family schedules underscores the social impact of institutional decisions.

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being
   • The article’s central theme is the protection of health. The school’s decision to close is driven by the principle that “The health and safety of our students and staff is our highest priority.” The closure is a direct response to “air quality concerns” and “elevated particulate levels” that could pose health risks.
2. SDG 4: Quality Education
   • The disruption to the school schedule directly impacts the delivery of education. The article discusses measures to ensure educational continuity, such as implementing “remote learning,” providing “support for students in need of technology,” and planning to “move students to alternative campuses.” This highlights the goal of providing “uninterrupted instruction” even when the primary facility is unsafe.
3. SDG 11: Sustainable Cities and Communities
   • The issue involves the safety of public infrastructure (a school) within a community and a localized environmental problem. The “ongoing roof construction” is described as a “critical improvement to our campus,” relating to the quality of buildings in a community. The problem of “elevated particulate levels” is a specific air quality issue within a human settlement (Ahwatukee).

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
   • This target is relevant because the school is taking “precautions to mitigate any potential risks” associated with “chemicals and materials used in the room” and poor air quality from construction. The entire incident revolves around preventing illness from air pollution.
2. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • The article mentions the “ongoing roof construction” as a “critical improvement to our campus,” which is an upgrade to an education facility. The temporary closure is necessary because the current learning environment is not considered safe due to the air quality, directly addressing the need for “safe… learning environments.”
3. Target 11.6: By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management.
   • The core problem identified in the article is poor local air quality. The discovery of “elevated particulate levels” in a school in the “Phoenix-area” directly relates to monitoring and managing the environmental impact of air quality within a city or community.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicator 3.9.1: Mortality rate attributed to household and ambient air pollution.
   • While the article does not mention mortality, it directly addresses the cause: air pollution. The mention of “multiple air quality tests” and the finding of “elevated particulate levels” are direct measures of ambient air pollution, which is the basis for this indicator. The school’s actions are preventative measures against the illnesses this indicator tracks.
2. Indicator 4.a.1: Proportion of schools with access to basic infrastructure.
   • This indicator measures the quality and safety of school facilities. The article implies this indicator by discussing the failure to provide a safe learning environment due to air quality. The actions taken, such as “sealing air intakes, replacing all filters, placing air scrubbers around campus, and repeated air quality tests,” are all measures to restore the school to a safe standard, which is what this indicator aims to track.
3. Indicator 11.6.2: Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted).
   • This is the most directly mentioned indicator. The article explicitly states that “multiple air quality tests were conducted over the weekend, revealing ‘elevated particulate levels’.” This is a direct measurement of particulate matter, which is the substance this indicator is designed to monitor.

Summary Table of SDGs, Targets, and Indicators

Source: azfamily.com