Designing for Security
Feb 1, 2010 12:00 PM, By Paul W. Erickson
Security and safety are critical for successful, healthful learning environments.
Sunrise Elementary School, North Branch, Minn., creates a welcoming and inviting atmosphere with its site approach and signage, defined visitor parking area, and identifiable and well-lighted building entrance. Photo courtesy of Rick Peters
Ten years ago, "school security" meant hiring a part-time police liaison for daily monitoring of hallways, and setting cameras at night for vandalism protection. Over the last decade, events have changed the way educators define and address security. Approaches such as Crime Prevention Through Environmental Design (CPTED) stem from the premise that design and management of the built environment can reduce crime and improve quality of life.
Which elements have had the most influence in designing for security? Building zoning layout, controlled entrances, technology, staff training and operational strategies strengthen a school's position with regard to protecting a building and its occupants. Committees creating strategic plans recognize that security and safety are critical for healthful learning environments, and try to identify facilities improvements that achieve that goal.
Identifying objectives
In designing security for schools, architects and facilities committees should include objectives in the educational specifications with descriptions and expectations for providing a safe learning environment. Document the institution's security philosophy, systems approach, and special considerations for operations and management. When designing an education facility, have a security specialist on the design team to help integrate security into architectural, electrical, technology, mechanical and site elements.
Architects designing secure learning environments incorporate "intuitive" and "active" design:
Intuitive design consists of facility layouts and design standards that promote safety. Visitors approaching a site are guided via architectural and landscape features and other wayfinding means. These security measures include:
A welcoming site entrance with appropriate signage detailing areas for learning and community engagement.
Easily identifiable vehicular and pedestrian pathways to route visitors immediately toward designated areas.
Appropriately designated and ample visitor parking near the main entrance.
A well-marked main entrance to the building.
Labeled entrances to communicate after-hour access.
For the building envelope, consider the following:
Landscaping, which minimizes shadowed areas against the building (low-height shrubs and higher trees).
Entrances open to view for patrol visibility and camera recording (avoiding wide columns and screen walls).
Walls of appropriate height with secure gates to prevent access to unsupervised areas (e.g., courtyards, screen wall enclosures at loading docks).
Entrance doors clustered together instead of numerous, dispersed single doors, which are difficult to supervise.
Glare-controlled, well-lighted areas at window locations.
Fish-eye viewers in window-less exterior doors.
Numbered windows to aid emergency responders.
For the building interior, consider the following:
At main circulation areas, transparent glazing that is visible from the exterior for ease of supervision.
A direct view from administrative areas to the main entrance, and a direct view to the reception area for the visitor.
Controlled access at the main entrance that directs visitors to a reception area for check-in.
Building zoning that enables after-hours community use while securing unused areas.
Staff planning areas with glazing into student areas for supervision during school hours.
Low-height student lockers in commons areas for easy supervision by staff.
Well-maintained door and window hardware, and exterior door latch plates to prevent break-ins.
Numbered doors to aid emergency responders.
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