Janitorial Needs of Schools vs. Daycares

Introduction

The janitorial demands of schools and daycare centers are not interchangeable. While both environments serve children, the needs of a toddler in a daycare differ significantly from those of a student in a school. The age, behavior, and vulnerability of the children—as well as the function of the space—shape what, how, and how often things must be cleaned.

Daycares operate in high-touch, high-exposure environments. Children play on floors, share toys, and require frequent hygiene support, which places a premium on disinfection and rapid-response cleaning. Schools, on the other hand, involve larger facilities, more structured schedules, and cleaning roles that extend beyond sanitation to include facility upkeep and safety.

Understanding these differences is essential for setting cleaning protocols, training staff, and allocating resources effectively in both settings.

Microbial Exposure Levels

Daycares face higher biological risk

• Young children have underdeveloped immune systems and higher respiratory rates.
• Activities like crawling, mouthing objects, and close physical contact increase microbial spread.
• Surfaces and toys require frequent disinfection to prevent illness outbreaks.

Air quality matters more in daycares

• Poor ventilation or inadequate cleaning in enclosed daycare spaces leads to higher airborne contaminant levels.
• Children spend most of their day indoors, amplifying exposure to microbes and allergens.
• Cleaning practices must address both surface and air hygiene.

Schools experience broader but lower-intensity exposure

• Older children are less likely to spread microbes through touch or close contact.
• Microbial levels are more dispersed due to structured movement, less direct contact, and stronger immune defenses.
• Cleaning can focus more on shared equipment, restrooms, and high-traffic areas.

Hygiene Education and Support Needs

Daycares integrate hygiene into daily routines

• Staff actively teach handwashing, wiping surfaces, and personal cleanliness.
• Hygiene habits are reinforced through games, songs, and reminders throughout the day.
• Janitorial support is critical to maintaining clean environments that align with these lessons.

Janitors in daycares play a support role in health routines

• Quick cleanups are common—spills, accidents, and illness-related messes require immediate attention.
• Cleaning schedules must match activity cycles (meals, naps, playtime) to reduce germ buildup.
• High interaction between janitorial and teaching staff is essential.

Schools separate hygiene education from janitorial work

• Hygiene education is delivered through curriculum, posters, or health classes.
• Janitors have less direct involvement in health instruction and more focus on facility upkeep.
• Daily cleaning occurs after hours, with less opportunity for responsive sanitation during the school day.

Scope of Janitorial Responsibility

Daycares prioritize sanitation and rapid response

• Cleaning tasks are centered on disinfection: toys, mats, tables, bathrooms, and eating areas.
• Janitors must respond quickly to biohazards like spills, vomit, or diaper leaks.
• Daily cleaning routines are more repetitive and tightly linked to children’s schedules.

Schools involve broader maintenance duties

• Janitors manage building systems like heating, ventilation, and lighting.
• Responsibilities often include groundskeeping, event setup, and minor repairs.
• Sanitation is one part of a larger operational role that spans the entire campus.

Differences in cleaning frequency and timing

• Daycares require cleaning throughout the day to maintain hygiene in active spaces.
• School cleaning typically occurs before or after hours, with limited in-day touch-ups.
• The difference reflects not just workload—but how the environment affects student health.

Professionalization and Training

Schools emphasize technical and facility training

• Janitorial roles often include maintenance, requiring knowledge of HVAC systems, lighting, and safety protocols.
• Some districts offer structured onboarding and certification programs.
• Professionalization efforts have roots in early 20th-century education reforms aiming to elevate custodial work.

Daycares lean toward health and sanitation awareness

• Training focuses more on infection control, surface disinfection, and biohazard cleanup.
• Fewer requirements exist for building operations or systems maintenance.
• Staff often receive child-focused health and safety guidance alongside cleaning responsibilities.

Gaps remain in both environments

• Many school systems lack standardized training across campuses or job levels.
• Daycares may rely on informal instruction or outdated routines.
• Ongoing education is rare, leading to inconsistent standards and overlooked risks.

Policy and Oversight Differences

Daycares operate under strict health regulations

• Licensing requirements often mandate specific cleaning frequencies and sanitation protocols.
• Health inspections are regular, and failure to comply can lead to penalties or closure.
• Janitorial tasks are closely aligned with childcare standards and public health mandates.

Schools have broader guidelines with variable enforcement

• Custodial policies are typically set at the district level but vary in clarity and execution.
• Oversight may fall to principals, facilities managers, or third-party contractors.
• Lack of consistency across schools leads to uneven cleaning quality.

Accountability structures differ

• In daycares, directors often oversee janitorial routines directly, ensuring alignment with care practices.
• In schools, janitors may work independently with less daily feedback on cleaning outcomes.
• Role clarity and supervision are stronger in daycares due to their smaller scale and regulatory pressure.

Emerging Trends and Barriers

Green cleaning gains traction in schools

• Eco-friendly products and sustainable practices are being introduced to reduce chemical exposure.
• Benefits include fewer respiratory complaints and improved indoor air quality for students and staff.
• Implementation challenges include staff resistance, higher product costs, and lack of training.

Daycares follow public health more than environmental trends

• Prioritize disinfectants approved for use around children, often regardless of environmental impact.
• Focus remains on proven sanitation over sustainability due to stricter infection control needs.
• Green cleaning adoption is slower but may increase as child-safe options expand.

Staffing and budget constraints affect both

• Understaffing leads to skipped cleanings or compressed routines.
• Janitorial work is often undervalued, leading to high turnover and limited investment in training.
• Without dedicated resources, even strong policies fail to translate into daily practice.

Conclusion

Daycares and schools depend heavily on janitorial services, but their needs differ in scope, urgency, and purpose. Daycares require high-frequency, health-centered cleaning tailored to the vulnerabilities of young children. The focus is on immediate hygiene, rapid response, and strict regulatory compliance.

Schools operate at a larger scale with janitorial roles that extend beyond sanitation into building maintenance and operational support. While professionalization efforts exist, inconsistent training and unclear oversight often dilute cleaning effectiveness.

Both settings benefit from structured protocols, ongoing staff development, and clear accountability. Aligning janitorial practices with the specific demands of each environment ensures safer, healthier spaces for the children they serve.

References

1. Täubel, M., & Leppänen, H. (2017). Microbial Exposures in Schools and Daycare Centers. , 253-287. https://doi.org/10.1007/978-3-319-61688-9_12
2. Putnam, H. (1911). Efficiency of Janitor Service in Sanitary Care of School Premises. Journal of Education, 74, 98 - 98. https://doi.org/10.1177/002205741107400416
3. Smilie, K. (2022). Progressive paradox: the origin story of school janitors in the United States. History of Education, 51, 807 - 826. https://doi.org/10.1080/0046760X.2022.2050305
4. Hanson, A. (1940). Chapter III: The Administration of School Systems1. Review of Educational Research, 10, 339 - 343. https://doi.org/10.3102/00346543010004339