Understanding CPTED Principles + School Safety
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The document discusses Crime Prevention Through Environmental Design (CPTED) principles and how they can be applied to improve school safety. It outlines the four main CPTED principles of surveillance, access control, territoriality, and maintenance. Surveillance involves the use of lighting, landscaping and building design to allow natural observation of spaces. Access control aims to clearly guide and filter access points. Territoriality uses physical design to indicate ownership and promote positive activities and social interaction. Maintenance keeps the school grounds in good condition to demonstrate care and control. The document provides examples of how each principle can be implemented through features like building layout, fencing, signage and landscaping.
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Understanding CPTED Principles + School Safety
- 1. Understanding CPTED Principles and School Safety NASRO Certified CPTED School Practitioner
- 2. Outline SCHOOL SAFETY INTRO SAFE & UNSAFE ENVIRONMENTS CPTED PRINCIPLES
- 4. SAFE + UNSAFE ENVIRONMENTS Blum, McNeely, and Rinehart, Improving the Odds: The Untapped Power of Schools to Improve the Health of a Teen, http://www.cga.ct.gov/coc/PDFs/bullying/youth_summit_2014/improving_the_odds.pdf
- 5. RESEARCH SHOWS… Florida Safe School Design Guidelines: Strategies to Enhance Security and Reduce Vandalism. updated. Tallahassee, FL: Florida Department of Education; 2003.
- 6. RESEARCH SHOWS… Florida Safe School Design Guidelines: Strategies to Enhance Security and Reduce Vandalism. updated. Tallahassee, FL: Florida Department of Education; 2003.
- 8. Crime Prevention Through Environmental Design (CPTED) The form, arrangement, and design of buildings and open spaces can encourage or discourage criminal activity and undesirable behavior.
- 9. Crime Prevention Through Environmental Design (CPTED) The form, arrangement, and design of buildings and open spaces can encourage or discourage criminal activity and undesirable behavior. “The premise of CPTED is that proper design and use of the human environment can create a reduction in the incidence and fear of crime, and increase the quality of life.” Centers for Disease Control and Prevention
- 10. CPTED EMPHASIS Physical environment Productive use of space Behavior of people Jacobs, Jane, The Death and life of Great American Cites, New York, NY, Random House: 1961. Newman, Oscar, Defensible Space, New York, NY, McMillan Publishing: 1973.
- 13. CPTED | PREMISE
- 15. CPTED PRINCIPLES
- 16. CPTED PRINCIPLES
- 17. SURVEILLANCE WILL I BE SEEN?
- 19. SURVEILLANCE C. Casteel (UCLA) & C. Peek-Asa (UCLA). 2000. Effectiveness of Crime Prevention Through Environmental Design (CPTED) in reducing robberies. American Journal of Preventative Medicine, 17, 99-115, p.110 Image: http://www.huskyenergy.com/news/photolibrary/retail.asp#
- 20. Group A Normal Screen Group B Eyes Screen SURVEILLANCE K.J. Haley (UCLA), D.M.T. Fessler (UCLA). 2005. Nobody’s watching? Subtle cues affect generosity in an anonymous economic game. Evolution and Human Behavior, 26, 245-256
- 21. Group A Normal screen Group B Screen with eyes SURVEILLANCE K.J. Haley (UCLA), D.M.T. Fessler (UCLA). 2005. Nobody’s watching? Subtle cues affect generosity in an anonymous economic game. Evolution and Human Behavior, 26, 245-256 Image: Designing Violence Out of Schools presentation by Russel James J.D., Ph.D.
- 23. SURVEILLANCE American Educational Research Journal 36:3-42. Image: Carter & Carter Associates
- 24. SURVEILLANCE | BUILDING Image: Carter & Carter Associates
- 25. SURVEILLANCE | BUILDING Image: Carter & Carter Associates
- 28. SURVEILLANCE | STAIRS Image: Carter & Carter Associates
- 31. SURVEILLANCE | CORRIDORS Image: Carter & Carter Associates
- 33. SURVEILLANCE | RESTROOMS Image: Carter & Carter Associates .
- 35. ACCESS WHO CAN GET IN & OUT?
- 36. ACCESS | SITE Image: Carter & Carter Associates
- 37. ACCESS | SITE Image: Carter & Carter Associates
- 38. ACCESS | ROOF
- 42. ACCESS | WAYFINDING Image: Carter & Carter Associates
- 43. ACCESS | WAYFINDING Image: Carter & Carter Associates
- 46. ACCESS | ENTRY Dekker/Perich/Sabatini Image: Carter & Carter Associates
- 47. ACCESS | ENTRY
- 49. ACCESS | ENTRY
- 51. TERRITORIALITY DOES ANYONE CARE WHAT HAPPENS HERE?
- 52. TERRITORIALITY | BOUNDARIES Image: Carter & Carter Associates
- 54. TERRITORIALITY | AMENITIES Russell James, J.D., Ph.D.
- 55. TERRITORIALITY | AMENITIES Image: Carter & Carter Associates
- 56. TERRITORIALITY | AMENITIES Image: Carter & Carter Associates
- 57. TERRITORIALITY | AMENITIES Image: Carter & Carter Associates
- 58. TERRITORIALITY | AMENITIES Image: Carter & Carter Associates
- 60. TERRITORIALITY | MAINTENANCE Image: Carter & Carter Associates
- 61. TERRITORIALITY | MAINTENANCE Image: Carter & Carter Associates
- 62. TERRITORIALITY | MAINTENANCE Image: Carter & Carter Associates
- 63. TERRITORIALITY | MAINTENANCE Image: Carter & Carter Associates
- 64. TERRITORIALITY | INCLUSION Image: Carter & Carter Associates
- 65. TERRITORIALITY | INCLUSION Image: Carter & Carter Associates
- 67. CALL TO ACTION
- 68. LIABILITY WAIVER “Implementation of our recommendations does not guarantee a crime- free environment. However, it is our experience that the application of the CPTED concept and principles reduces the opportunity for criminal behavior, creates an environment for positive social interaction and enhances the quality of life.”
- 69. THANK YOU!
Hinweis der Redaktion
- Adrienne Lewis, AIA, LEED AP BD+C, NASRO Certified CPTED School Practitioner Architect with DPS education group for over 14 years.
- My hope is that you will leave here today with a better understanding of how the built environment influences behavior and understand the CPTED concept and its principles & how they apply to a school environment Note: This presentation will not focus on all forms of security, fire safety, building or equipment safety, or crisis response capability
- My story…
- Study of Adolescent Health of 75,515 junior and senior high school students found that “school connectedness”, a student’s feeling of being a part of and cared for at school, is key to reducing teenager’s risk for engaging in violent behavior, substance abuse, suicide, and becoming pregnant. Furthermore, the study found that students in schools with harsh discipline polices report feeling less safe at school than students in schools with more moderate policies. Unsafe Conditions/Behaviors Dark – poor lighting Isolated Deserted, vacant, abandoned, unkempt Confusing, lack of orientation Crowded and congested Safe Conditions/Behaviors Well-lit Connected Orderly – predictable, clean Open-sufficient room, good sight lines Well-kept maintained Gardens, artwork, historic Occupied – actively used
- Highest amount of criminal activity:
- Lowest amount of criminal activity: This tells us that research predominately supports the CPTED premise and decreases anti-social activity
- By definition CPTED is CPTED is using common sense to design and build so it feels safe and is safe. When these principles are applied people who use an area feel safer and would-be criminals are discouraged from committing crime The primary focus is on the use of normal design elements to provide natural strategies for crime prevention Oranganized and mechanical strategies are secondary
- The Centers for Disease Control and Prevention recognizes CPTED
- This isn’t something new, theories which evolved into modern CPTED practices were formed in the early 1960’s. While there are a number of people who have made contributions to our modern day applications, there are key individuals who are acknowledged as having a substantial influence and whose concepts or writings have withstood the test of time. Jane Jacobs – a journalist and urban theorist was interested in making the streets safer in NYC. In her book, Jacobs wrote that “the basis for community security is a strong sense of social cohesion and a feeling of control over one’s home turf.” The often used phrase “see & be seen” is derived from her work. Oscar Newman – an architect and urban planner. Newman’s research on crime-ridden public housing led to the publication of Defensible Space in 1972. He describes that concept as “a model for residential environments which inhibit crime by creating the physical expression of social fabric that defends itself.”
- 4 concepts Send positive messages Maximize presence of authority figures Minimize out-of-sight activities Manage access to all school areas
- Subtle – avoids a prison-like atmosphere Cost efficient Safe and orderly environment – promotes positive social interactions And it works 24-7
- The premise is - if you think you have greater risk of being caught you’re less likely to have anti-social behavior
- Because these principles overlap so much, we will be concentrating on the first 3 today while I’ll touch on the last 2 briefly. You will also see that Physical and Order Maintenance relevant in the other principals.
- Natural surveillance is defined as the design and placement of physical features to maximize visibility and avoid auditory isolation eliminate hiding/and to see places Human presence and supervision Some examples are: Easy to observe public parking areas Easy to monitor drop-off/pick-up locations See-through fencing Open restroom entries Adequate lighting
- For instance – Does anyone know what natural surveillance issue best predicted convenience store robberies?
- Visibility from outside the store to inside the store was more a significant predictor of convenience store robberies that the number of clerks or how bad the neighborhood.
- This UCLA & CalTech experiment that was conducted on generosity took 2 test groups of people group A & Group B. each group were given a computerized survey Group A had a normal screen while group B had a screen with image of eyes. Each person receives $10 and was asked if they want to share that $10 w/another anonymous participant.
- Almost half of group A – the ones without the picture of eyes looking at them didn’t share their money While almost 90% of those in group B shared their money
- This is further reinforced by a study of 5 Midwestern high schools found of 166 violent incidences none of them took place when adults were present. This also falls inline with the Order Maintenance Principal which talks about how the presence of authority is an important factor on feeling safe. Not only is this significant in stating that the physical environment alone cannot reduce crime but combination of principles are required Source: Astor RA, Meyer HA, Behre WJ. 1999. Unowned places and times: Maps and interviews about violence in high schools. American Educational Research Journal 36:3-42.
- Here we have the front of a school building of a school I visited in Michigan that had some recent vandalism and break-ins. Not so easy to see what’s going on behind those bushes
- Or this front entry to another school. Its really hard to tell if you can see what’s going on inside the school or if they have a view to the outside.
- Compared to this – where the design of the building and placement of the parking / drop-off areas was designed around the view from the front office. Here there is a good view of the drop offs and parking lots as well as bikes
- Having a good ‘Eyes on” not only pertains to the front entry, but throughout the school. Here is a site plan for a school where during the schematic design phase we took a look at views of all of the exterior public spaces outside of the building and their relationship to the staff and public spaces inside the building
- Within a school - look at hiding places that provide an opportunity for misbehavior. Here’s a stair where a year before I visited this high school a violent sexual assault took place – and yet still nothing had been done to fix this. The picture on the right is the same school, but those stairs had previously been closed in.
- Keeping in mind that it’s much riskier to misbehave in an open stair where everyone can see you S
- Corridors Under the CPTEd theory having eyes onto the corridor paramount. Not only can authorities see into the space to detect if something is going on but knowing that they are being watched students are less likely to misbehave in the hallway And to those that say this is disruptive to class – I say the same was said about exterior windows in the classroom which we now studies show have improved test scores, concentration, etc. After the first week of school students get used to it and adjust.
- Providing the proper light levels is also a factor in making one feel safe. This is a before & after of the same corridor at an existing high school
- While blinds and coverings are good in a lockdown situation they should only be used then Providing opportunities for responsibility and accountable behavior is key
- Going from visual surveillance to auditory surveillance: Looking at removing doors at restrooms This used to be mostly an elementary school thing, but now we are seeing this more and more in middle & high schools. Being able to feel comfortable you’ll be heard if in distressed is a huge factor in feeling safe in an environment
- Here’s a plan of the maze type or airport entry that allows for plenty of visual privacy while allowing for sound or smoke to transmit to the corridor. Make sure if mirrors above sinks don’t provide views into the stalls. Some schools avoid having mirrors above the sinks as it leads to too much loitering – instead place a full size mirror on the exit wall
- Access Management is the physical guidance of people and vehicles coming an going from a place. Needs to be effective but subtle – Too much obvious access control can undermine school environments
- These can be either real or symbolic
- Not all barriers have to be ugly. Attractive visible barriers speak to other CPTED principles too (territoriality) Not only is this one on the left just plain bad, but it also allow would be offenders to climb onto the roof of the building.
- This school had a difficult time figuring out how vandals were getting onto the roof and breaking into a roof hatch. Once a good school security assessment was done it was pretty easy to see how this was achieved. While visiting this school and the entry seemed nice welcoming and inviting we noticed that the location of this planter made it easy for anyone to climb on it and potentially access the roof.
- To inappropriate access to unused spaces on campus. This was at the school I assessed in Michigan – it was one their portable building that was just off of the playground (which by the way was used by the community afterhours) And as you can see it’s not secured other that this wooded table. Inside it looked as if a homeless person was taking up residence there.
- This was at a middle school. An unlocked fuse box. This box looks pretty enticing to a student.
- Highly visible signs directing visitors to where they need to be is important
- Where is the Office???
- Don’t let people have an excuse of being lost or ‘I didn't know this wasn’t the office’ If it’s a campus, provide a comprehensive wayfinding system Clear directions for pedestrians and vehicles
- Directional signs are the key! – Yes it does state that all visitors must go to the office, but it doesn’t tell me where the office is nor does it tell me where those classrooms are. A simple arrow would do the trick here.
- Letting visitors know exactly where the entry of the school is - is important. Here’ it’s done with a canopy and site elements, but this can also be done with proper signage and landscaping
- And then lastly there is the security vestibule which many districts throughout the state have implemented into their existing schools Either in existing facilities or new ones. This one also incorporates surveillance cameras
- These should be seamlessly integrated into the design whenever possible. It gives another layer of control. While it may not prevent an incident from happening it will buy time which is what is needed in these emergency situations. For instance at Sandy Hook it was determined that the design of the school was appropriate, but recommended that bullet resistant glazing be installed at the entry – this would have allowed emergency response personnel additional time to respond
- Floor plan of the previous photo
- Here’s another even more secure way to have control at the front entry. This school has a transaction window while both entry into the reception/office and school remain locked during normal school hours.
- Territoriality is the use of physical attributes to delineate space and express a positive sense of ownership. Put others on notice that a space is cared for. Who’s space is it? How much do they are about it?
- Starting with the site – Providing clearly defined boundaries is important The one on the left vs the one on the right. While of course anyone can walk around or climb over the fence the fence implies a level of delineation between public and private.
- Or here where the fences are doing the same thing. The one of the left takes it to the extreme while the one on the right makes it clear without looking disruptive or defensive. And because of the type of fencing it’s probably harder to climb than the chain-link fence!
- In progress fMRI research conducted by Russell James, J.D., Ph.D., associate professor in the Department of Applied and Professional Studies at Texas Tech University, shows greater fear reduction from public art than from visible security cameras
- Outdoor learning areas give a sense of ownership. Here there is a sea of basketball court like space. While this is good for some it isn’t good for all. On the right is a garden area that has been incorporated into the school curriculum and the students take pride in this and take responsibility & ownership of it.
- Keeping up with maintenance and providing simple pavement treatments signifies that this is actually a pedestrian area
- Motivational signage. What you locate at the entry of a school definitely give a clear message to both the students and the visitor.
- To incorporating student art work – this is the same school with one area that has received some much needed upgrades of new lockers, ceilings, finishes while integrating student art work into the design help significantly reduced vandalism in this part of the school.
- Providing motivational physical attributes – ownership and pride
- And although this goes into maintenance part of CPTED it also shows a sense of territory. It shows others that .nobody cares therefore neither do I
- And this goes into Order Maintenance Principle of CPTED – where repairing and replacing damaged items is vital. I took the photo on the right at the school I assessed in Michigan and this was a functioning restroom being used by the special education students. I was told the leak had been repaired the summer before.
- Using durable materials that can resist vandalism – replacing or cleaning up graphitti to let perpetrators know that this isn’t just their space it’s everyone's
- This also falls under the category of Order Maintenance – get rid of damaged or old property
- The feeling of belonging and being included Physical characteristics to express inclusion of all student interests and backgrounds A student’s feeling of being a part of and cared for at school Key to reducing teenager’s risk for engaging in violent behavior, substance abuse, suicide, and becoming pregnant This school has a predominately black student and staff population while in the artwork all of the athletes are white not to mention the school doesn’t offer tennis, or gymnastics. Source: Blum, McNeely, and Rinehart, Improving the Odds: The Untapped Power of Schools to Improve the Health of a Teen, http://www.cga.ct.gov/coc/PDFs/bullying/youth_summit_2014/improving_the_odds.pdf
- Even if its something small like this – it can make a difference
- You’re not alone here – If you have a project underway, utilize your architect and to review these strategies do they align with your schools safety & security policy. And make sure you involved our SRO or local emergency responders in these discussions. Or if you have existing facilities go back and review them and see where they rank in their SAT score. Or hire a CPTED school practitioner to perform a comprehensive assessment of your facilities. Come up with an prioritized action plan Immediate 0-6 months Near / midterm 6 months to a year Long term Create a continuing series of positive actions