By Dr. Marilyn Black
Three-dimensional (3D) printers are increasingly common in K–12 classrooms because they turn student ideas into tangible objects, foster creativity, and build problem-solving and design skills. When used thoughtfully, 3D printing can make lessons more engaging, support project-based learning, and help prepare students for future technical roles.
At the same time, the growing affordability and ubiquity of desktop 3D printers raises concerns about indoor air quality. Many printers release volatile organic compounds (VOCs) and ultrafine particles (UFPs) while they operate. These emissions can degrade classroom air and, over time or with high exposure, may contribute to short-term symptoms such as headaches, eye and throat irritation, and respiratory discomfort, as well as longer-term health risks for vulnerable populations.
Because children’s lungs and bodies are still developing, educators and school administrators should understand the potential risks and adopt practical controls. Awareness and sensible precautions allow schools to keep the educational benefits of 3D printing while minimizing exposure to airborne emissions.
3D Printer Use Is Growing — So Should Safety Measures
Usage of 3D printers in education has surged in recent years, reflecting their appeal for hands-on STEM and design activities. Students can print models ranging from fossil replicas and small robotic components to topographical maps, which makes lessons more interactive and memorable. Nearly half of U.S. schools now report having access to at least one 3D printer.
Research that evaluated emissions from typical consumer and classroom 3D printers — including a comprehensive two-year study by Chemical Insights (an institute of Underwriters Laboratories) together with the Georgia Institute of Technology — found that many desktop printers emit UFPs and VOCs during operation. Ultrafine particles are small enough to be inhaled deeply into the lungs and may cause irritation or exacerbate asthma. VOCs can produce symptoms such as headaches, eye and nose irritation, and flu-like effects. Risks increase when printers are used in small, poorly ventilated, or windowless rooms and when students stand close to operating machines.
Effective Measures to Reduce Exposure
Schools do not need to stop using 3D printers to protect student health. Instead, administrators and teachers can reduce exposure by following a set of straightforward measures. The most effective practices include:
- Operating printers in well-ventilated spaces, ideally rooms with good airflow, local exhaust fans, or an enclosure with a dedicated fume hood or extraction system.
- Preventing students from standing directly beside or leaning over a printer while it is in use to minimize time spent in the highest-emission zone.
- Setting the printer nozzle temperature at the lower end of the manufacturer’s recommended range to reduce thermal degradation of the filament and associated emissions.
- Using filaments specified by the printer manufacturer and avoiding uncertified or unknown-material filaments that may release more chemicals when heated.
- Selecting printers and filaments that have been tested and verified for low particle and chemical emissions whenever possible.
These measures are practical, low-cost steps that can substantially reduce airborne emissions and the potential for adverse effects, especially in classrooms where children are present for extended periods.
Standards and Verification
To help schools identify lower-emitting products, Chemical Insights worked with stakeholders to develop a testing standard—ANSI/CAN/UL 2904—that defines methods for measuring and assessing particle and chemical emissions from consumer and desktop 3D printers, printing media, and printing applications. The standard covers printers typically used in homes, schools, libraries, and offices rather than industrial equipment.
Manufacturers and independent laboratories can use this standard to evaluate a printer’s emissions and model their indoor-air impact. Printers and filaments that meet the standard’s criteria for low emissions may qualify for third-party verification or certification programs, such as GREENGUARD or environmentally focused certification programs in other countries. Choosing verified products can simplify procurement decisions and support safer classroom environments.
Planning for Safe, Engaging 3D Printing in Classrooms
Maintaining student engagement is an ongoing challenge for educators, and 3D printing remains a powerful tool to motivate hands-on learning and creative exploration. The key is to pair those educational advantages with sensible safety practices. Use printers in rooms with adequate ventilation, limit how close students get to operating printers, and set temperatures conservatively. When purchasing equipment and consumables, prioritize printers and filaments tested under recognized protocols such as ANSI/CAN/UL 2904.
By combining active supervision, basic engineering controls, and informed product selection, schools can keep 3D printing a safe, inspiring part of the curriculum while protecting students’ health.
About the author
Dr. Marilyn Black is vice president and senior technical advisor at Underwriters Laboratories, where she leads the research institute Chemical Insights. She founded and formerly chaired UL Air Quality Sciences and the GREENGUARD Environmental Institute, and she created the Khaos Foundation, a nonprofit focused on protecting children’s health through education and research. Dr. Black is active in national and international scientific initiatives and community outreach, and she has authored and presented more than 200 papers on indoor air quality and environmental exposure. She earned a Ph.D. from the Georgia Institute of Technology, an M.S. from the University of Florida, and a B.S. from the University of Virginia.
Note: This article was originally published by The Learning Counsel, a research institute and news media organization focused on the shift to digital curriculum in education.