Using Environmental Design to
Prevent School Violence Natural surveillance refers to the placement of physical features
that maximize visibility. Example: The strategic use of windows that look
out on the school entrance so that students can see into the school and know
that others can see them. Access management involves guiding people by using signs,
well-marked entrances and exits, and landscaping. It may also include
limiting access to certain areas by using real or symbolic barriers.
Example: Landscaping that reduces access to unsupervised locations on the
school grounds. Territoriality is defined by a clear delineation of space,
expressions of pride or ownership, and the creation of a welcoming
environment. Example: Motivational signs, displays of student art, and the
use of school colors to create warmth and express pride. Physical maintenance includes repair and general upkeep of space.
Example: Removing graffiti in restrooms in a timely manner and making the
necessary repairs to restrooms, light fixtures, and stairways to maintain
safety and comfort. Order maintenance involves attending to minor unacceptable acts
and providing measures that clearly state acceptable behavior. Example:
Maintaining an obvious adult presence during all times that students
transition from one location to another.
CDC Activities Mair JS, Mair M. Violence prevention and control through environmental
design. Annu Rev Public Health 2003;24:209-225. Crowe TD. Crime prevention through environmental design: applications of
architectural design and space management concepts. Boston:
Butterworth-Heinemann; 2000. Department of Education, National Center for Educational Statistics.
Indicators of school crime and safety: 2006. Washington, DC: Department of
Education; 2006. [cited 2007 Jul 26]. Available from URL:
http://www.nces.ed.gov/programs/crimeindicators/ind_06.asp. CDC. Youth risk behavioral surveillance. United States, 2007. MMWR
2008;57(SS-4):1-136. [cited 2008 Jun 16]. Available from URL:
http://www.cdc.gov/HealthyYouth/yrbs/pdf/yrbss07_mmwr.pdf
For more than a century, public health practitioners have modified the
environment to prevent disease and injury. For example, in the mid-1850s Dr.
John Snow removed the pump handle from a contaminated well in London to stop
a deadly cholera outbreak. Modern environmental modifications, such as seat
belts and airbags in vehicles, have saved countless lives. Other
environmental modifications, such as sidewalks and community parks, have
increased physical activity while helping to reduce obesity.
In the early 1960s criminologists became particularly interested in
identifying the environmental characteristics associated with crime. These
characteristics include, but are not limited to, the physical design of a
particular space, weapon availability, number of people in the space, and
the purposes for being there.1 These characteristics are
associated with the immediate environment rather than broader social
factors, such as poverty, racism, gender inequality, exposure to violence
through the media, and criminal laws.1
In 1971 C. Ray Jeffrey coined the phrase "Crime Prevention Through
Environmental Design (CPTED)." According to this approach, the "proper
design and effective use of the built environment can lead to a reduction in
the fear and incidence of crime and an improvement in the quality of life."2.
CPTED focuses on reducing crime opportunities and on promoting positive
social behavior. It does not change the motivation of individual
perpetrators.
School Violence
The Centers for Disease Control and Prevention (CDC) is studying how CPTED
can be applied to school violence prevention. While schools in the United
States remain relatively safe, any amount of violence is unacceptable.
Approximately 44% of public schools reported to police at least one incident
of violence during 2003-2004.3 Of these public schools,
approximately 13% reported at least one serious violent incident during the
same time period.3 A nationwide survey of high school students in
the United States found that 6% of students carried a weapon on school
property in the 30 days preceding the survey.4 The same survey
found that 6% of students missed school in the 30 days preceding the survey
because they feared for their safety.4
CPTED is guided by five major principles. These principles can be applied to
school violence prevention in a variety of ways.
The principles of CPTED can potentially benefit schools by:
CDC has contracted with Carter & Carter Associates, a partnership of urban
planning and law enforcement professionals specializing in CPTED, to develop
a tool to assess the consistency of physical characteristics of schools with
CPTED principles. This tool, the CPTED School Assessment (CSA), assesses the
application of CPTED principles in three geographic areas of schools:
grounds, buildings, and interiors.
In addition, CDC is working to design and
implement a study that assesses the association between ratings of adherence
to CPTED principles and measures of student fear and violent behaviors. The
study is being conducted in 50 middle schools throughout northeast Georgia.
Ultimately, the survey may be used to develop and evaluate school
interventions that reduce violence through the (re) design of the physical
environment and the creation of relevant policies and procedures.
Environmental design alone will not prevent all violent acts within schools.
However, CPTED is a promising prevention strategy that, if shown to be
effective, may lead to reducing fear among students and teachers, to more
positive social interactions, and to safer schools.
References
Please note: Some of these publications are available for download only as *.pdf files. These files require Adobe Acrobat Reader in order to be viewed. Please review the information on downloading and using Acrobat Reader software.
Page last modified:June 23, 2008