FOREIGN STUDIES

1. In the study conducted by Azodo A. P. et al. (2020), the use and reuse function of
chalkboard were found to produce chalk dust particles in the classroom. These particles
enter into the classroom occupants’ respiratory system through their mouths and
nasopharyngeal regions while talking or breathing. The potential impact of these dust
particles on the respiratory system includes airflow resistance, lung volumes
impairment, and lung damage. The researchers measured the expired volume of air
from the lungs during a guided maximal expiration to determine the effect of chalk dust
particles on the ultimate lung function in the classroom. Employing a quasi-experimental
research design, they involved both exposed (n = 120) and control (n = 120) groups
selected from classrooms where chalkboards and marker boards were used,
respectively. The results revealed statistically significant differences between the
exposed and the control groups in various lung function indices such as FEV1 (%)
(0.002), PEFR (L/s) (0.000), FEF25 (L/s) (0.000), FEF75 (L/s) (0.000), FEF25-75 (L/s)
(0.000), and FEV1 (%) (0.002), but no significant differences in FEV1 (0.135), FVC
(0.493), and FVC (L) (0.506). Therefore, it was concluded that chalk dust particles from
chalkboard usage had a negative effect on the respiratory function in classrooms.

2. In the study titled "Study on Effect of Chalk Dust on Class Room Environment and
On Human Body and New Development to Clean Chalk Board" by Chandanshiv
S.B. et al. (2018), the authors examine the practice of teaching with chalk, particularly
common in areas like India due to its long-standing tradition and affordability. Chalk
sticks and blackboards are widely used tools in this teaching method. However, the act
of writing and erasing chalk on a blackboard releases chalk dust particles, which can
potentially harm the respiratory system. Teachers typically spend 6-8 hours teaching
each day, and students spend a significant portion of their day in classrooms, increasing
their exposure to chalk dust. The study highlights that many teachers are unaware of
the health risks posed by chalk dust. To address this issue, there's a need for the
development of mechanisms to automatically clean the chalkboard eraser. Innovations
in board cleaning systems are deemed essential, providing a solution to maintain a
safe, clean, and healthy classroom environment for teachers and students alike.
3. In the study titled "Behavior and Exposure of Chalk Dust during Classroom
Teaching" by Ma C.J. et al. (2019), the researchers investigate the behavior and
exposure of chalk dust, particularly relevant for school-aged children and teachers who
spend significant time in classrooms. The study involves designing model classes to
observe temporal and spatial variations of chalk dust within a classroom and assess
indoor exposure doses for children and teachers. Results indicate that during
approximately 20% of class time, the level of PM2.5 (particulate matter with a diameter
of 2.5 micrometers or smaller) exceeded the daily standard for ambient PM2.5.
Conversely, no notable increase in PM2.5 was observed during control experiments
using a whiteboard and dry erase marker. Chalk dust deposition was found to be
highest at the front of the classroom, particularly when the blackboard eraser was
 operated. Scanning electron microscope (SEM) images revealed that chalk particles
exhibit a random shape, primarily falling within a diameter range of 2.0 to 5.0
micrometers. Calculations of chalk PM2.5 deposition dose, known as DosePM2.5 (μg),
in the alveolar interstitial region indicated the highest levels occurred from operating the
chalkboard eraser until the end of class. During this period, DosePM2.5 (μg) was
measured at 3.86 for 10-year-old male/female students, 18.95 for male teachers, and
15.79 for female teachers, respectively.

4. In a study conducted by Tesfaye A. H. et al. (2023), the aim was to investigate the
prevalence and risk factors of chronic respiratory symptoms among school teachers in
Gondar city, north-western Ethiopia. A self-administered British Medical Research
Council Questionnaire was utilized to assess chronic respiratory symptoms, achieving a
total response rate of 97.4%. The majority of participants, comprising 532 (64.7%)
individuals, were male, with a mean age (±SD) of 36.69 (±6.93) years. The study found
that the total prevalence of chronic respiratory symptoms in the previous 12 months
among teachers in Gondar city was 31.14% (95% CI 27.99% to 34.43%). Identified risk
factors for chronic respiratory symptoms included a family history of respiratory
problems (AOR=1.90; 95% CI 1.07 to 3.37), an overweight body mass index
(AOR=2.57; 95% CI 1.57 to 4.21), exposure to secondhand cigarette smoke at home
(AOR=9.85; 95% CI 4.77 to 20.33), use of chalk (AOR=1.97; 95% CI 1.25 to 3.09), and
failure to open windows during class (AOR=2.15; 95% CI 1.02 to 4.52). The study
concluded that the prevalence of chronic respiratory symptoms was notably high among
teachers in Gondar city. To address this, the researchers recommended implementing
measures such as creating smoking-free zones, avoiding smoking in public places,
improving classroom ventilation, and implementing measures to control chalk dust, all of
which are essential steps in reducing the incidence of chronic respiratory symptoms
among teachers.
5. In the study conducted by Lin C. et al. (2015), titled "Effects of Chalk Use on Dust
Exposure and Classroom Air Quality," the researchers investigated human exposure to
harmful dust generated by the use of antidust chalk for teaching purposes. The study
aimed to analyze dust particle size distribution and its impact on indoor air quality. A
classroom with five ventilation modes was selected for the study. Dust size analyzers
and scanning mobility particle sizers were utilized to measure the mass concentration
and particle size distribution of chalk dust based on the frequency of chalk use during
classes. The findings revealed that antidust chalk could produce significant quantities of
dust particles, leading to a substantial increase in dust mass concentration near the
chalkboard. Approximately 15% of observed chalk dust particles were found to be
respirable, and high concentrations of chalk dust negatively affected indoor air quality.
Additionally, chalk dust emerged as the primary source of indoor coarse particles.
Mechanical ventilation contributed to resuspending settled chalk dust particles, further
elevating the mass concentration of airborne dust. The study highlighted that the use of
antidust chalk resulted in the generation of coarse, fine, and ultrafine particles,
particularly during chalkboard cleaning. Optimal ventilation strategies, such as opening
 doors and turning on ceiling fans, proved effective in reducing dust accumulation in
chalk teaching classrooms. Additionally, recommendations such as wearing face masks
and increasing the distance between seats and the blackboard were proposed to
mitigate the hazards posed by chalk dust to teachers and students. These findings
underscore the importance of addressing indoor air quality in classrooms and
implementing measures to protect teachers and students from exposure to harmful dust
particles. The study's results provide valuable insights for improving indoor air quality
and safeguarding the health of individuals in educational environments.
6. The study conducted by Tesfaye A.H. (2023) concluded that the overall prevalence of
chronic respiratory symptoms was notably high among school teachers. The occurrence
of these symptoms was found to be associated with or modifiable by factors such as
exposure to secondhand cigarette smoke, the use of chalk, and failure to open windows
during class. Additionally, the study revealed that individuals with a family history of
respiratory problems and those who were overweight were at a greater risk of
developing chronic respiratory symptoms. To mitigate these symptoms, the study
suggested implementing measures such as creating smoking-free zones, avoiding
smoking in public places, improving ventilation conditions in classrooms through natural
methods like opening doors and windows or utilizing mechanical ventilation systems,
controlling chalk dust, and restricting calorie intake in food. These actions are deemed
necessary to reduce the prevalence of chronic respiratory symptoms among teachers.
7. In the study by Roberts, F. and Namachivayam A. entitled “A Preliminary Study on
The Effect of Chalk Dust on Human Health,” chalk used in educational institutions is
of two types, dusting chalk and non-dusting chalk. The regular dusting chalk produces a
finer and lighter dust, which is more likely to linger in the air and be breathed in. Non-
dusting chalks produce a heavier dust that is less likely to linger in the air. In most of the
cases, a lot of the dust is heavier and do not tend fly at all. It is very similar to the
regular dusting chalk and still creates dust. The ultimate difference lies in the fact how
fine the dust is. Since the dusting chalk paves the way for many allergies this was
becoming a problem. But on the other hand, the nondusting chalks have more chemical
composition when compared to dusting chalk. As both the chalks have different
compositions, they have their own effect on human health. The present study explores
human exposure to the harmful dust when chalk is used for teaching. In this study, a
preliminary attempt was made to observe the varied responses of people of various age
groups to share their responses on the effects of chalk in their lives through a structured
survey. Various health issues caused were reported based upon the dust they were
exposed to and concluded accordingly.
8. In a study titled “Effects of Chalk dust on Peak Expiratory Flow Rate in School
Teachers” by Nikam K. D. and Hirkani M., Chalk and board are a traditional and still
the most commonly used teaching aid in developing countries like India. Chalk is major
source of fine particulate matter in classroom, which may produce pulmonary function
impairments. Aims and objectives: The objective of the study was to compare Peak
Expiratory Flow Rate (PEFR) of school teachers exposed to chalk dust with matched
controls. Materials and methods: A comparative study was conducted in total of 150
 participants, 75 teachers (study group) exposed to chalk dust and 75 controls. PEFR
was measured in all participants using Cipla’s peak flow meter with EU scale. PEFR in
the study and control groups were compared for both males and females using unpaired
t test. Results: PEFR was significantly lower in study group (teachers) as compared to
controls in both males (t value -5.350, p<0.05) and females (t value -5.101, p<0.05).
Conclusion: Teachers using chalk and board are at an increased risk of developing
occupationally related pulmonary function impairments and hence there is a need to
shift from routine chalk and board to marker and whiteboard.
9. According to Abdularahaman M. et al. (2016), the evolution of technology has
necessitated the development of high-performance machines to meet the growing
demands of society and the market. Their project specifically aims to create a solution
that enhances efficiency and reduces the reliance on human labor, given its potential
applications. Teaching and learning processes in educational institutions have persisted
over time, with various methods of board cleaning being developed. In this paper, an
automatic chalkboard cleaner with a dust observer has been designed to streamline
human work and alleviate dust-related health issues among teachers. The system's
operation relies on the rotation of a rectangular duster equipped with a dust-absorbing
mechanism on its bottom surface. The upward and downward movement of the duster
is controlled by a belt drive sized to fit the dimensions of the board. A vacuum pump is
integrated into the duster to capture chalk dust particles effectively.
10. The study by Fsadni P. et al. (2015) investigated the impact of school environments on
children's respiratory health. Methods included surveys and health assessments among
191 pupils aged 9 to 11 from 5 primary state schools. Results showed higher respiratory
issues in southern schools, increased symptoms with smaller window areas, and
elevated wheezing rates near roads and high traffic areas. Exposure to smokers at
home and proximity to industrial sites correlated with respiratory problems. Dust
accumulation in classrooms was also associated with wheezing. These findings
underscore the importance of addressing environmental factors for better respiratory
health in children.