Summary, from Physicians for Safe Technology
In March 2023 the Santa Clara County Medical Association, in California, adopted comprehensive Recommendations for Best Practices for Safe Technology in Schools in order to educate physicians, school officials and teachers of the complex health risks and potential health hazards of digital and wireless technology in schools. The group examined research on the broad impacts of digital technology including health and neurologic effects of exposure to wireless radiation, eye effects, mental health effects and impacts on academic performance. Recognizing the importance of protecting children’s health in all environments, including schools, several recommendations for best practices were advised.
SCCMA Best Practices Recommendations include
- Creating a “Safe Tech in Schools Program” to educate students and staff on how to use devices safely and reduce wireless use in the classroom
- Using blue light reduction methods to reduce eye strain
- Establishing and promoting school cell phone-free policies
- Preferring and installing hard-wired ethernet devices instead of wireless wherever possible
- Consulting with an RF professional who can measure radiofrequency radiation
- Avoiding installation of smart meters on school premises
- Considering a policy to restrict installation of cell towers on school property
PDF of full report in English with appendices
Recommendations for Best Practices for Safe Technology in Schools
Santa Clara County Medical Association
Environmental Health Committee
Feb 14, 2023
Purpose: To educate physicians, school officials and teachers of the complex health risks and potential health hazards of digital and wireless technology in schools, highlighting precautionary measures and recommendations for safer use of this technology.
The support of preventative environmentally-related diseases and public health measures are prime goals and objectives of the Santa Clara County Medical Association (SCCMA). The SCCMA encourages and supports initiatives that promote the health and safety of both students and staff in the school environment. We have previously endorsed healthy school policies to reduce pesticides and protect children from toxic exposures. In 2014 we supported the CMA Resolution CMA Resolution 107-14 “Wireless Communications Safety Standards Reevaluation” to update public standards for exposure to wireless radiofrequency radiation such that it does “not cause human or environmental harm based on scientific research.” In 2016 the SCCMA reprinted a 2014 Sonoma County Medical Association article, “What’s the Diagnosis Doctor?” by hospice physician Dr. Scott Eberle about his electrosensitivity.
Recently we have examined the impacts of wireless and digital devices in the school setting with an SCCMA Webinar “Children and Technology” in 2021, highlighting the psychosocial impacts of social media including learning, addiction and mental health. In 2020 the CMA passed Resolution 105-20 “What is the Internet Doing to Us? Digital Wellbeing in the Modern Age”, supporting research of internet and social media usage to address the “impacts on physical and mental health.” Because of the now ubiquitous and expanding use of digital devices in both informal and formal learning environments, and with new scientific evidence of negative health outcomes and mechanistic links, there is valid concern that this could have significant real-world implications on students in the short and long term, especially neurobiologically (Hu 2021; Hutton 2020; Li 2020; Hutton 2019; Kim 2019; Belpomme 2018; Meo 2018)
Health
Our organization has studied the issue of wireless technology with regard to potential adverse human health impacts of radiofrequency radiation emissions, including neurologic, genotoxic, immunologic, reproductive, hormonal and blue light eye effects, in addition to mental health and psychosocial issues surrounding excessive digital media screen time. Scientific literature indicates that the mechanisms of harm include oxidative injury to critical molecules such as DNA/lipids/proteins (Gerner, XIie), membrane disruption, blood brain barrier disruption, and mitochondrial injury with much of the resultant cellular injury occurring at non-thermal levels which are well below current standards (BioInitiative Report 2022). We have become especially concerned with the dramatic increase in the use of this technology in schools resulting in exponentially higher levels of non-ionizing radiofrequency electromagnetic radiation (EMR) emitted by these wireless devices. This results in increased long-term exposures in children who spend much of their formative years in school environments (Moon 2020). There is little to no regulation or monitoring of this technology for health effects in children.
Although wireless devices are convenient, this growing robust body of peer-reviewed research has shown that this radiofrequency radiation poses significant short and long-term health risks. (Attah 2022; Butler 2020; Miller 2019). Like tobacco or toxic chemical exposures, it takes decades of exposure, as well as decades of research, to strengthen the link between exposure and harm. Therefore, it takes decades to realize the magnitude of the public health threat before action is taken (NAS 2015). Conversely, considering so many lessons learned late with regards to toxic exposures, science, policy and political will (DDT, endocrine disruptors, flame retardants, BPA, nanotechnology and pesticides), a precautionary approach plays a critical role to manage public health hazards from rapidly emerging environmental exposures from modern innovations. (Gee 2013; EU 2017)
Eye Effects
There are also emerging scientific concerns with regards to eye damage and circadian rhythm disruption from blue light emitted from digital devices (ANES 2019). The reduction in levels of melatonin with blue light exposures effects not only circadian rhythms but is also implicated in oxidative damage to eye structures (Tok 2014), lowering of seizure thresholds (Lopez-Martin 2009; Kouchaki 2016; Cinar 2013: Azmy 2020) and the development of breast cancer due to an imbalance in internal physiologic oxidants and antioxidants (Yang 2021; Mortazavi 2018; Blask 2009).
Social Media
It has also become apparent that the excessive use of digital technology and social media in children can have adverse mental health effects including internet addiction, cyberbullying, deficient social skills, depression and lack of exercise. Uhls (2014) noted that five days at an outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Studies have shown structural brain changes in children with excessive screen time (Hutton 2019), as well as those with internet addiction (Wang 2016; Hong 2013; Wang 2013; Weng 2012; Lin 2011).
Privacy
Privacy concerns of digital technology in schools are also emerging, and create a safety issue for children. A 2022 report “K-12 EdTech Safety Benchmark. National Findings Part 1. Dec 13, 2022. The findings “clearly show personal information safety risks to children and families are present and pervasive in the technology recommended and used by U.S. educational institutions, including: 1) Nearly all apps (96%) share children’s personal information with third parties, 78% of the time with advertising and monetization entities, typically without the knowledge or consent of the users or the schools, making them unsafe 2) School apps (23%) expose kids to digital ads, which creates a risk that personal student data is being sent into advertising networks, with no way for the public to inspect where it goes or how it’s used; more than half of those apps (13%) use retargeting ads, which use cookies, search and site history to serve up targeted advertising; this means even more personal student data is being sent into advertising networks to better serve the advertisers.”
In 2014, the SCCMA supported the California Medical Association resolution which called for re-evaluation and strengthening of wireless safety standards to consider non-thermal biological effects. (Ref 1) There was enough evidence then to call for precaution, and now even more scientific literature links wireless radiation to health risks. This is especially true for the most vulnerable members of our population, our children. (Moon 2020; Heindel 2015; Landrigan and Goldberg 2011; Weiss 2000). Standards have still not be updated to include biological nonthermal effects or effects on vulnerable populations such as children, pregnant women, the elderly or those with comorbidities.
Mitigation Measures
Legislators, government agencies and organizations are increasingly recommending reducing wireless and digital devices as a preventative health strategy. These include the Parliamentary Assembly Council of Europe, Russian National Committee of Non-Ionizing Radiation Protection, Austrian Medical Association, German Parliament, The Cyprus National Committee on Environment and Children’s Health, The Collaborative for High Performing Schools, The New Jersey Education Association and the American Academy of Pediatrics (Ref 22-37).
The development and use of digital technology creates a novel complex risk for children. Considering the burgeoning scientific evidence, outdated standards for radiofrequency radiation and variability of sensitivities in the population, precaution is warranted. Having a safe and healthy environment that promotes learning is essential for the performance and success of students. Positive outcomes in health and education have far reaching benefits and conversely negative outcomes affect all future generations and our society at large.
For these reasons, the SCCMA supports reducing exposures to radiofrequency radiation from wireless devices and encourages establishing safer school technology policies with regard to digital devices and infrastructure in order to promote the physical health, mental health and wellbeing of students and staff. Healthier children translate into healthier communities and a healthier society.
ll Best Practice Policy Recommendations to Improve Health, Safety and the Learning Environment for Students
Based on scientific research, attached addendums and references the SCCMA supports the following actions that can, singly or together, help to reduce wireless radiofrequency radiation exposures and create safer healthy learning environments in schools.
- Create a “Safe Tech in Schools Program” to educate students and staff with materials including informational brochures, posters and/or lectures on potential health effects of wireless devices, how to use devices safely, reduce wireless use in the classrooms and reasons to prefer hardwire connections.
- Educate students and staff about risks of carrying wireless devices in pockets or next to the body, where wireless radiation levels may exceed even FCC safety guidelines. Here are some examples below.
a. Put devices on desks, not laps b. Text rather than call c. Prefer speaker phone d. Put devices in airplane mode when not in use. This suspends EMF transmission by the device e. Carry phones in backpacks, etc., not on the body f. Turn devices on airplane mode when not in use g. Avoid or strictly limit the use of Virtual Reality headsets
- Educate the school nurse about potential health effects of radiofrequency radiation (RFR) in students, including blue light effects, posture, RFR effects, and in some students, electrosensitivity (headaches, dizziness, etc.) along with creating a monitoring and reporting program
- Establish and promote school cell phone-free policies as authorized by the California Legislature in 2019. (Muratsuchi AB 272)
- Promote tech free breaks in classrooms during each class.
- Use blue light reduction methods such as apps, blue light computer covers or blue light glasses to reduce eye strain
- Prefer and install hard-wired ethernet devices instead of wireless wherever possible. This includes hardwiring computers, tablets, whiteboards and cordless phones in the classroom. Disable devices so they are on airplane mode when on ethernet.
- Reduce RF radiation on campus and in classrooms. Some examples to consider are below.
a. Purchase Wi Fi routers which have access points that can be easily turned on or off at point of use and at multiple points, to reduce RF emissions, as well as energy use and to achieve ALARA (As Low As Reasonably Achievable) RF levels as per European Council Resolution 1815. Tech Safe Schools. Mitigation Techniques for Reducing RF Radiation in Classrooms. https://www.techsafeschools.org/_files/ugd/2cea04_9e0eac828f124de9ae4a956d8 1d1f802.pdf
b. Turn off wireless devices, hotspots, printers “smart TV’s” and routers when not in use in the classroom with easy on-off access buttons or remote.
c. Place routers as far away from students as possible and not overhead. Distance reduces RF exposure.
d. Decrease the power of the router. Typically the power can be reduced from 100% to 15-20% without interfering with function thus saving energy, as well as reducing RFR exposure. (c,d,e will likely allow the network to operate more efficiently with no interference and with good connectivity)
e. Disable 2.4 GHz Wi Fi and use only 5GHz for classrooms. This reduces energy use.
f. Increase the beacon frequency of the router so the signals are farther apart. This will also reduce energy use, as well as reduce interference with nearby routers. For beacon frequency one can increase from a default of a signal every 100ms to a signal every 1000ms or more without affecting connectivity. g. Have timers on routers which can turn off routers at night and when not in use to reduce energy consumption
h. Choose routers which are only on-demand and are silent unless in use. These can also be controlled by teachers using their laptops.
i. Consult with an RF professional who can measure radiofrequency radiation (RFR) from Wi Fi, Bluetooth, cell phone frequencies, cell tower frequencies (600 MHz to 7 GHz and possibly select 5G millimeter bands). This includes peaks/maximum levels of radiation which are the most biologically active, not average exposures. It will be important to perform before and after Wi Fi adjustments, or before buying equipment. It is recommended that each school also purchase a professional grade EMF meter(s) to test for exposures. The teachers and students can measure and confirm the reduction in exposure. See Reducing Wireless Radiation. Safe Tech Schools Webinar for recommendations. https://www.techsafeschools.org/webinars
- Consider a Wi Fi Dead Zone on campus with signs posted to turn off phones
- Reduce wireless radiation and distractions in students by having them download materials first, then disable applicable wireless antennas (Bluetooth, GPS, cellular, and Wi Fi) by using airplane mode as much as possible. 11. Consider using books instead of computers or tablets whenever possible for improved learning and less distraction
- Keep tablets and computers at least 8 inches from the body and on a table (not lap) when used as per Federal Communications Commission recommendations.
- Keep children’s heads away from routers, screens and antennas as much as possible.
- Avoid installation of smart meters on school premises. (Lamech 2014)
- Consider a policy to restrict installation of cell towers on school property. The recommendation is at least 1640 feet (500meters) distance from a cell tower to a school. (Balmori 2022; Pearce 2020)
- Consider placing fiberoptic cables for broadband access as it is faster, safer, more reliable and cheaper in the long run, with no radiofrequency radiation emissions risks
- Sponsor pilot demonstrations of the use and feasibility of safer technologies in classrooms, especially the feasibility of using fully hard-wired technologies without wireless function or devices in classroom settings.
- Develop and distribute state-level policies and/or guidance for schools on wireless radiation and technology safety.
- Give teachers flexibility with regards to use of technology and books
https://www.sccma.org/Portals/19/LiveBlog/3697/SCCMA%20Best%20Practices%20for%20Safe%20Technology%20in%20Schools%20Recommendations%20%2021423.pdf?ver=CwFQFTHs4ZuDmjDYrsLXzQ%3d%3d
Smart Meter Harm 
