NCJ Number
195664
Date Published
September 2002
Length
46 pages
Annotation
One in a series of eight guidebooks intended to assist schools in
creating a safer learning environment, this guidebook aims to
help educators and other members of the community understand the
relationship between school safety and the features of school
facilities, including security technology and safety audits.
Abstract
The guidebook first presents a historical overview and basic
concepts of crime prevention through environmental design
(CPTED), which is defined as "the broad study and design of
environments to encourage desirable behavior, heighten
functionality, and decrease antisocial behavior." The traditional focus of CPTED has emphasized physical design. CPTED is based on the following basic concepts: natural surveillance, natural access control, and territoriality. After briefly discussing each of these concepts, this guidebook discusses the issues that should be addressed when planning CPTED to enhance student and staff safety. This is followed by an overview of security
technology that encompasses communication devices; surveillance
technology; access control technology; weapons detectors; and
school size, renovation, and rebuilding. The concluding section
of the guidebook discusses safety audits and security surveys.
Although acknowledging that there are many approaches to site
security inspections, the guidebook suggests one that can be
effective. It begins with a basic school layout map similar to
one typically given to school visitors. Locations on the map that
need security attention would be marked, identifying them with
letters or numbers that correspond with notes made during a
security audit. A site map should encompass a few blocks
surrounding the school as well as the school grounds. At each
point of access to the school grounds and the building, the issues of natural surveillance, access control, and
territoriality (basic concepts of CPTED) should be considered. Two sample school
security surveys, one basic and one more detailed, are included
to serve as guides. 13 references, a list of 13 annotated
organizational resources, and 17 additional readings
Date Published: September 1, 2002