70112 v4 ................................... SCHOOL-BASED VIOLENCE PREVENTION IN URBAN COMMUNITIES OF LATIN AMERICA AND THE CARIBBEAN WORLD BANK .4 SUSTAINABLE DEVELOPMENT DEPARTMENT LATIN AMERICA AND THE CARIBBEAN REGION .2011 Safe School Spaces 4. Safe School Spaces B&N.indt 1 9/1/11 10:32 AM 2 SAFE SCHOOL SPACES. Preface & Acknowledgements 4. Safe School Spaces B&N.indt 2 9/1/11 10:32 AM Preface & Acknowledgements This School-Based Violence Prevention Toolkit was Latin American and Caribbean School Environment produced by a team at the World Bank led by Bernice (key elements for reducing schools’ vulnerability to 3 van Bronkhorst (Senior Urban Specialist, LCSUW), disasters). Ximena Anwandter (Violence Prevention Specialist, Consultant, LCSUW/LCSSO), and Lorena Cohan (So- The Tools and Case Studies were prepared by Joan cial Development Specialist, LCSSO) with extensive Serra Hoffman (International Violence Prevention background research and technical input from Joan Expert, visiting scholar at Brandeis University). Safe Serra Hoffman (International Violence Prevention School Spaces was prepared by Macarena Rau (Ar- Expert, World Bank Consultant), and under the overall chitect and President of Corporacion CPTED Region), guidance of Guang Chen (Sector Manager, LCSUW) and Paulina Castillo Fajardo and Carlos Gutierrez Vera. Maninder Gill (Sector Manager, LCSSO). Disaster Risk Reduction in the Latin American and Ca- ribbean School Environment was prepared by Magnolia The development of this Toolkit would not have been Santamaria (Disaster Risk Management Specialist) and possible without the generous financial support of the Diana Rubiano (Disaster Risk Management Specialist). Bank-Netherlands Partnership Program (BNPP) and the The Practical Guide was prepared by Ximena Anwand- UK Department for International Development (DFID). ter (Violence Prevention Specialist) and Adriana Loche (Sociologist and Violence Prevention Specialist) based This Toolkit is composed of the following five publi- on extensive background research carried out by Joan cations: 1) Practical Guide (a primer on violence and Serra Hoffman. violence prevention, the role of schools and commu- nities in preventing violence, a five stage method for The Tools, Case Studies, Practical Guide, and Disaster the design and implementation of a school-based vio- Risk Reduction in the Latin American and Caribbean lence prevention program and the recommendations School Environment publications benefitted greatly from the piloting workshops in Colombia and Nica- from technical input provided by the following Peer ragua); 2) Tools (a variety of selected tools to assist Reviewers: Carmen Clavel Arcas (AECID), Alberto in developing the school-based violence prevention Concha-Eastman (PAHO), Joanne Klevens (CDC), An- action plan); 3) Case Studies (successful, evidence- drew Hahn (Brandeis University), Deborah Prothrow- based school violence prevention practices); 4) Safe Stith (Harvard School of Public Health), Ron Slaby School Spaces (a practical tool for the design of safe (Children’s Hospital Boston/Harvard Medical School), schools from the CPTED/environmental design pers- Brenda Mirabal (University of Puerto Rico School pective); and 5) Disaster Risk Reduction in the of Medicine), Monica Zalaquett (CEPREV). Excellent research assistance and contributions for the Practical 4. Safe School Spaces B&N.indt 3 9/1/11 10:32 AM Guide, Tools, and Case Studies were also provided by one in Managua, Nicaragua (2009). Special mention Elizabeth Gozzer (Consultant) and Erik Alda (Violence should be given to the schools whose input and 4 Prevention Specialist, and World Bank Consultant). participation were critical in the finalization of the Toolkit. In Colombia: Colegio María Josefa Marulanda; The team is also grateful for valuable technical input Colegio Monseñor Alfonso Uribe Jaramillo; Colegio provided by staff from the World Bank, including: Bernardo Uribe Londoño; Colegio Francisco María Carine Clert (Senior Social Development Specialist, Cardona; Colegio Concejo; Colegio La Paz. In Nicara- LCSHS), Erika Vargas (LCSDE), Martha Valverde (Se- gua: Escuela Comunal Las Torres; Instituto Nacional nior Education Specialist, LCSHE), Wendy Cunninghan Maestro Gabriel; Colegio Salomón Ibarra; Colegio (Lead Specialist, HDNCY), Andrea Guedes (Senior Ope- República de Venezuela; Escuela Ramírez Goyena; and rations Officer, ECSH2), Joaquin Toro, (Senior Disaster Colegio Benjamín Zeledón. Risk Management Specialist, LCSUW) Osmar Velasco (Disaster Risk Management Specialist, LCSUW), Fer- nando Ramirez (Disaster Risk Management Specialist, LCSUW) and Rodrigo Serrano-Berthet (Senior Social Development Specialist, LCSSO), as well as by out- side experts such as Mario Velazquez Duque (Former Secretary of Education of the Municipality of la Ceja ), Giovanna Daly (Head of the School Advisory Unit of Nicaragua’s Ministry of Education) Pamela Orpinas (University of Georgia), Gonzalo Rivera (Alianza Edu- cacion para la Construccion de Culturas de Paz) and Maria Eugenia Carvajal de Guerrero (Carvajal Foun- dation). The team also benefitted from the excellent translation, editing and design services of Janice Molina, Susan Skinner, and Gaea Honeycutt, Pilar Kraemer and Paulina Rau. This Toolkit was validated by school and community stakeholders through two piloting workshops, one in the Municipality of Antioquia, Colombia (2008) and SAFE SCHOOL SPACES. Preface & Acknowledgements 4. Safe School Spaces B&N.indt 4 9/1/11 10:32 AM Prologue Ensuring the feeling of safety and trust among chil- dren, adolescents, teachers and families in the school space should be the challenge of authorities in all countries of the region. This challenge has been the motivation to create this document; its objectives are to disseminate knowledge and concrete tools for the design of school spaces and their environmental cha- racteristics, promote the school community’s partici- pation in this process, and contribute to improving the perception of safety and reducing opportunity 5 crimes in schools. This document refers to preschool, school and univer- sity educational spaces. On the one hand, it is based on the study of educational spaces in Latin America and the Caribbean, and on the other hand, on con- cepts of the Crime Prevention Through Environmental Design (CPTED) methodology. This crime prevention strategy, which considers spatial as well as communi- ty elements, has formed part of many comprehensive initiatives in different countries of the region. The circumstances of each country are different, and thus the nature of the CPTED approach can be easily adap- ted to the particular needs and limitations of each country. In this context, the aim of these recommen- dations is to contribute, based on practical expe- rience and on local and international studies, to the development of a working methodology that can serve as a helpful input to safety needs in school spaces in Latin America and the Caribbean. 4. Safe School Spaces B&N.indt 5 9/1/11 10:32 AM Index 1. GENERAL CONCEPTS 2. DESIGN RECOMMENDATIONS 6 1.1 Definitions 2.1 Analysis of educational spaces ················································· pg. 8 ················································ pg. 14 1.2 Relationship between school spaces and 2.2 Building design school violence ················································ pg. 27 ················································ pg. 11 1.3 Crime prevention in school spaces through the design of the school space and their environmental characteristics ················································ pg. 12 SAFE SCHOOL SPACES. Index 4. Safe School Spaces B&N.indt 6 9/1/11 10:32 AM 3. COMMUNITY PARTICIPATION 5. ANNEXES 7 3.1 Invitations to meetings and processes of Annex A. Exploratory walk-through in educational rapprochement spaces ················································ pg. 52 ················································ pg. 66 3.2 Diagnostic tools Annex B. In-depth interviews ················································ pg. 52 ················································ pg. 70 3.3 Outcomes and recommendations Annex C. Matrix of the diagnostic of safe school ················································ pg. 58 spaces ················································ pg. 71 3.4 Comprehensive school safety plan ················································ pg. 58 6. BIBLIOGRAPHY ················································ pg. 74 4. EVALUATION 4.1 Introduction ················································ pg. 60 4.2 Tools for evaluation and analysis ················································ pg. 60 4. Safe School Spaces B&N.indt 7 9/1/11 10:32 AM .1 General Concepts 1.1 absence of crime and fear of crime. In other words, DEFINITIONS the lack of citizen safety is restricted to threats to 8 persons and goods stemming from criminal activity. In order for the authors and readers to use a common language, the following are definitions of several CRIME concepts to be kept in mind for understanding this Any act punishable by law, committed by a person or document: group of persons, that causes physical or psychologi- cal harm to other persons, their rights, their goods or PUBLIC SAFETY the community, in an unjust and illegitimate man- An essential pillar for the development of modern so- ner. In specific terms, the crimes considered in this cieties. A nation that enjoys high levels of peace and document are those that occur in urban areas and are tranquility generates conditions that are favorable for influenced by conditions that the environment gene- investment and for the social, political and cultural rates, known as opportunity crimes. development of its citizens. Therefore, the initiatives that are adopted to improve the safety conditions of FEAR OF CRIME countries in LAC (Latin America and the Caribbean) Fear of crime is a feeling that persons have with re- should account for the breadth and complexity of this gard to their perceived likelihood of being victims of phenomenon. a crime. This fear expresses a feeling of powerlessness in the face of potential criminals. The variables that CITIZEN SAFETY explain people’s fear of crime are not only restricted The concept of citizen safety refers to the traditional to the fact of their having been victims of a crime, idea of citizenship, i.e., the capacity of citizens to but also include other events, such as feeling that be active agents, not a relatively passive mass, who they do not belong to a place or a community and demand safety from a higher authority. Citizen safety the perception of neglect in community spaces, or shares the principles under which democratic states certain environmental characteristics such as the lack should exercise internal (public) safety, but its diffe- of lighting in places that they need to cross, sanitary rence stems from the agents involved: persons who conditions, the type of urban design, etc. are holders of citizen duties and rights. VICTIMIZATION In the sphere of public policies for crime reduction, Victimization refers to crimes that actually occur. The however, it has a more specific meaning. actual crime and the perceived fear of crime are not Specifically, citizen safety is associated with the always directly related. Victimization is closely related to accusation. SAFE SCHOOL SPACES. General Concepts 4. Safe School Spaces B&N.indt 8 9/1/11 10:32 AM ABUSE SCHOOL COMMUNITY This is anything that is opposed to the proper Group of stakeholders in the school environment, such 9 treatment and well-being of persons, especially chil- as teachers, parents, students, principals, administra- dren. Any adult behavior and/or speech that trans- tive staff, etc. gresses or interferes with children’s rights is conside- red abuse. Adults are responsible for promoting and PROMOTION OF GOOD TREATMENT providing the conditions for all children to be respec- When we speak of the promotion of good treatment, ted in terms of their rights: the accent is placed on well-being and on conditions - To equality that favor all aspects of a healthy life. - To protection - To food SAFE ATTACHMENT - To housing and medical care The capacity to establish very strong bonds of affec- - To education and play tion between the child and the caregiver, associated - To understanding and affection with the survival of the species, at least in mammals - To protection from abandonment, mistreatment and and especially in humans. Safe attachment as also sexual abuse been related to resilience, which refers to a person’s - To protection from labor exploitation capacity to survive and develop properly despite ha- ving endured highly adverse living conditions. VIOLENCE AND CRIME PREVENTION Violence and crime prevention includes strategies and In safe attachment, the child demonstrates behaviors measures that seek to reduce the risk of the occurren- that reflect a basic confidence in himself and in his ce of acts of violence and crime and their potentially environment. It is related to having had an adult fi- harmful effects on people and society, including fear gure permanently available who the child identifies as of such acts, through intervention in order to influen- a source of security. As children grow, they are able to ce the multiple causes of both phenomena. separate from their guardians and explore their envi- ronment. Children who have had a healthy attachment SCHOOL SPACES are able to develop self-sufficient behaviors with a These are spaces aimed at learning, for preschool- degree of trust and security. aged children (for example, kindergartens), and schools and universities. There is general consensus that, if the urban space and its environmental characteristics are appropria- tely planned, designed and managed, certain types 4. Safe School Spaces B&N.indt 9 9/1/11 10:32 AM of crime and the perception of fear can be reduced, thereby raising the quality of life of the communities that live in them. In school spaces, these relationships take place in the manner and scale of the school’s space. In this regard, the school’s relationship with its neighbor- hood is highly relevant. To more precisely understand the role of the urban space and its environmental 10 characteristics in preventing crime and in the feeling of insecurity that this generates, the following is a summary of the elements present in the occurrence of a criminal event; these elements are then briefly defined. SAFE SCHOOL SPACES. General Concepts 4. Safe School Spaces B&N.indt 10 9/1/11 10:32 AM 1.2 and that indicate to possible wrongdoers an absence RELATIONSHIP BETWEEN SCHOOL SPACES AND of control over what occurs in these spaces and that SCHOOL VIOLENCE therefore increase the likelihood that crimes will oc- cur and the community’s perception of unsafety. DEFINITIONS • NATURAL GUARDIANS Persons who, due to their activity or mere presence in • MOTIVATED PERPETRATOR. an urban space, oversee their environment in a natu- A person who is disposed to commit a crime if the ral manner. The space’s design can facilitate or limit circumstances indicate that the reward will be greater the exercise of this surveillance by persons, depen- than the effort and the risk of punishment he may ding on, for example, the breadth and depth of the 11 incur. visual fields that it generates and how attractive the space is for them. Depending on the urban context, • ATTRACTIVE AND ACCESSIBLE TARGET OR VICTIM. the guardian of a space may live in it or be passing A target is the object of a criminal act. In the case of through it. a crime involving injury, the target is a person; in the case of theft, the target is the object taken. This is perceived as attractive and accessible by the perpe- trator of the criminal act when it is very valuable and easy to take. • CONTEXT. Description of the physical, social, economic and cultural space where the crime occurs. • CRIME An action that goes against or violates the set of rules of conduct or laws that are accepted by society. • OPPORTUNITY CRIME Those crimes committed due to the existence of context variables that facilitate their commission, • VIOLENCE lowering the effort and risk of punishment incurred “The intentional use of physical force or power, threa- by offenders or increasing the reward they obtain by tened or actual, against oneself, another person, or committing the act. against a group or community, that either results in or has a high likelihood of resulting in injury, death, • URBAN SPACE AND ITS ENVIRONMENTAL CHARACTE- psychological harm, maldevelopment, or deprivation.� RISTICS THAT FAVOR OPPORTUNITY CRIME Urban spaces with environmental characteristics that (WHO – World Health Organization) do not promote natural surveillance by the community 4. Safe School Spaces B&N.indt 11 9/1/11 10:32 AM 1.3 CRIME PREVENTION IN SCHOOL SPACES THROUGH THE DESIGN OF THE SCHOOL SPACE AND THEIR EN- VIRONMENTAL CHARACTERISTICS. Crime and violence prevention in educational spaces, • ENCOURAGING TRUST AND COLLABORATION AMONG through the design of the urban space and its envi- MEMBERS OF THE SCHOOL COMMUNITY ronmental characteristics, takes into consideration a set of actions or measures whose objective is to The reinforcement of the school community’s mutual 12 decrease the probability of the occurrence of oppor- trust and the sense of ownership with regard to its tunity crimes and to increase the feeling of security environment promote social control over a sector; this through the modification of the design and of envi- contributes to generating its proper use and care. ronmental variables. • REINFORCING IDENTIFICATION WITH THE EDUCATIO- These techniques will be more successful if they NAL SPACE contribute to the social cohesion of the school or university community through its participation in A strategy that reinforces identification with the modifying the school space and its environmental educational space involves the school community in characteristics. its recovery and design, so that the community feels a sense of ownership, takes charge of it, and cares A comprehensive plan for safe school spaces should for it. The design of these places with the participa- consider providing preventive information to all mem- tion of community members is a key need because it bers of the school community. This strategy is based helps people to understand one another and deepens on the following key principles: community ties. • PROMOTING NATURAL SURVEILLANCE • DESIGNING AND PLANNING NEIGHBORHOODS AT A SMALLER SCALE AND THE SCHOOL AS THE DRIVER OF Promoting the possibility to see and be seen is THE DEVELOPMENT OF SAFE SPACES essential for creating or maintaining a safe space. A school’s high visibility inside and outside its perime- The size of a neighborhood can affect its users’ sense ter increases its users ability to control it and decrea- of security. In large-scale neighborhoods, it is diffi- ses the likelihood that opportunity crimes and acts of cult to establish deep community ties. At a smaller violence will occur. scale, a citizen feels that he can control his space, which responds to his personal size. • PROMOTING NATURAL ACCESS CONTROL In this context, the school is considered a driver of This principle is aimed at encouraging, by means of the development of safe school spaces, because it can design strategies, social control of a school space’s lead the process of urban transformation and regene- entrances and exits. ration in a certain neighborhood. SAFE SCHOOL SPACES. General Concepts 4. Safe School Spaces B&N.indt 12 9/1/11 10:32 AM • PROMOTING THE PARTICIPATION AND RESPONSIBILI- TY OF THE SCHOOL COMMUNITY This implies that residents participate actively in the social life of a community, using a spatial and admi- 13 nistrative structure that supports them. • ADEQUATELY ADMINISTERING SCHOOL SPACES The administration of a new or recovered space over time, establishing municipal maintenance programs and community activities that delegate part of the responsibility to members of the school community, is vital for a prevention strategy to be sustainable and to promote the finding and collective use of said space. 4. Safe School Spaces B&N.indt 13 9/1/11 10:32 AM .2 Design Recommendations 2.1 is important is the concept that is presented; the ANALYIS OF EDUCATIONAL SPACES application of the various design proposals should be 14 adapted to local conditions and circumstances. INTRODUCTION BUILDING DESIGN This is defined as any structure that houses educatio- nal activities. The structure’s form, size, construction quality, design, materials and age may vary, depen- ding on the specific conditions of the educational institution. Thus, some educational buildings may, for example, be old buildings adapted as a school, a new building with high-tech elements, or a very simple building made using local construction techniques in a rural community. 2/ Access to a school in a small urban community Thus, there are numerous types and quality of educa- in Colombia. Simple building reflects the cons- tional buildings. truction style of its era. The design recommendations presented in this manual are generic and would need to be adapted to the local conditions of each community. However, they should always be aimed at generating better environmental and safety conditions in the school enclosure. The photographs illustrate different types of educa- tional buildings in which several of the strategies pre- sented in this manual can be applied, but the purpose of these photographs is merely to illustrate specific situations in order to better understand them. The circumstances in some communities may be very 1/ Rural school in Paraguay. The school is a large different from what the images show. Therefore, what room built using local techniques. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 14 9/1/11 10:32 AM SUSTAINABLE BUILDINGS GOOD PRACTICE 3/ School in Argentina constructed with sustainable design. In the case of the construction of new buildings Note a greenhouse in front. as well as improvements to existing buildings, it is recommended that sustainable (as well as ecologically and energy efficient) design strategies be used. This may signify significant savings in heating in cold climates or in cooling in hot climates. These savings may release significant amounts of resources that can be used to educate students. 15 One should not think that these techniques necessa- rily imply high-tech, costly procedures. The techni- ques used can be simple and economical, and would need to be implemented by specialists in sustainable architectural design. It is important to mention this point, because GOOD PRACTICE although it is not the main theme of this manual, 4/ School constructed with self-sustainable it is an aspect that can contribute significantly to design. Note solar panels on roof that provide hot water in an economic manner. improving environmental conditions inside an educa- tional building. The idea is that the “green building� can also contribute to a nonviolent “green mentality.� Comfort inside educational enclosures is a factor that also has an influence on students’ behavior. This design strategy can also be a positive contribu- tion in remote communities where the supply of fuels and electricity may be limited or nonexistent in some cases. The proper use of solar energy can provide hot water and heating (when the climate requires them) at mi- nimum cost and complete independence from traditio- nal energy grids. GOOD PRACTICE 5/ Classrooms of a new school, La Belone, Haiti. Note simplicity of construction, maintenance of lighting and ventilation. 4. Safe School Spaces B&N.indt 15 9/1/11 10:32 AM GOOD PRACTICE 6/ Safe route, clear visual fields, signs, lighting, cleanliness. SAFE ROUTE TO AND FROM SCHOOL. walking surface. This can cause pedestrian accidents and favor the perception of neglect and fear along 16 DEFINITION the route. This is the name given to the route to and from the • Isolated route without the presence of other peo- school, depending on the place’s individual condi- ple. The route is through places without the presence tions. This route may be under urban or rural condi- of people who could provide natural surveillance. For tions, but it all cases it should contain the necessary example, this is favored by the lack of kiosks or small elements to allow for safety along the way. shops that encourage people to congregate. PROBLEM • The school route lacks adequate bus stops. In rural areas and if there are no means of school transpor- tation, these can serve as rest stops and shelters for students who walk to school. • The same concept applies to similar situations in urban areas. Bus stops, if they exist, are inadequate and opaque, block visual fields and in many cases more than one shelter becomes a hiding place for a surprise attack. • There are no adequate signs that provide informa- tion on the area and facilitate arrivals to the school. • The school route may be full of traps where crimes can be committed: tall, overgrown vegetation; lack of cleanliness; poor lighting; blocked visual fields; lack of gathering places that facilitate natural surveillan- ce. • Lighting that is inadequate, nonexistent, blocked or destroyed by vandalism. This also creates dark spaces due to the lack of uniform distribution from lighting sources. • Sidewalks or pedestrian paths in poor condition. The route is difficult due to poor conditions of the SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 16 9/1/11 10:32 AM 17 GOOD PRACTICE 7/ Simply constructed bus stop allows a clear view of surroundings. It has a roof and seating. This design can be adapted in accordance with local conditions and materials. What is important is to preser- ve its transparency, simplicity and functionality. It is located on a small paved area, faciliting cleaning and comfort of movement in the immediate area. POOR PRACTICE 9/ Traffic sign vandalized; shows neglect and lack of protection of the area and creates a feeling of insecurity. GOOD PRACTICE 8/ Pedestrian crossing sign. A simple sign serves the purpose of informing the community. 4. Safe School Spaces B&N.indt 17 9/1/11 10:32 AM THE EDUCATIONAL FACILITY IN THE SPATIAL • An area for vehicular and pedestrian movement, in CONTEXT OF THE NEIGHBORHOOD AND IN RURAL good condition AREAS. • Presence of people and gathering points to facilita- te natural surveillance The school is characterized as being a place where a • Well-maintained telephones human being’s potential is developed, and where all types of learning, social relationships and the develo- Bus Stops pment of knowledge, etc. are conducted. These should be located at strategic points, in coor- dination with traffic authorities or other relevant 18 Therefore, the school has always been perceived institutions. within the community as a special place in it. It is a They should be: place that needs to feel safe, because it is there that • Transparent, with materials that allow a clear view the essence of what is conducted is related to issues and do not block visual fields. and subjects that make a person grow from early • Well lit. They should have lighting at night. childhood to adolescence. The school as a place of • Covered, to protect people from weather conditions, learning also becomes a point of social reference and such as excess sunlight in the summer and rain in the support for the community, both in terms of its in- winter. frastructure and the possibility of having trained staff • Have seats to facilitate waiting, as well as the pre- to facilitate community projects and initiatives. sence of elements of natural surveillance. • A trash receptacle to help keep the place clean. From an urban perspective, the school building beco- mes a key point in the social architectural landscape. Signs Keeping this in mind, the spatial relationship that the school offers to its setting is very important because, Signs should be located in visible places, in accordan- depending on its design, and especially on its perime- ce with size and color regulations, if applicable (espe- ter and access points, its link will be one of greater cially in urban areas where this may be regulated by or lesser integration with the urban and social setting authorities), so that they are easy to read. and will facilitate a process of urban regeneration of the neighborhood. Signs can also be adjusted to local conditions, in which what is most important is that the message can be clearly read by the community. The form, color, RECOMMENDATIONS material and size can be adjusted to the place’s con- ditions. It is important to respect the communication All school routes should contain: codes and language of each community. In any case, • Bus stops/shelters a design criterion should be respected, showing that • Signs behind these signs there is an organized community • Good lighting that uses this resource as a means of communication, • Clear visual fields and that the signs do not appear to be individual • Cleanliness and order occurrences. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 18 9/1/11 10:32 AM 19 10/ This photograph shows how a group of chil- dren make use of the space outside the school to practice sports. The school’s presence is felt not only because of its architecture but also because of the influence it exerts over the use of urban space. http://www.efdeportes.com/efd79/rural. SCHOOL STREET POSITIVE INFLUENCE OVER THE SURROUNDING �REA SCHOOL NEARBY COMMUNITY FIG 02. The school as a center of positive influence on the urban and social setting. 4. Safe School Spaces B&N.indt 19 9/1/11 10:32 AM Organizational design of buildings: fig. o3 fig. o4 fig. o5 fig. o6 Compact, one or more floors. H configuration U configuration Closed interior courtyard ORGANIZATION OF BUILDINGS ON THE SITE not reflect the variety of accesses. 20 DEFINITION RECOMMENDATIONS Accesses have special relevance from the standpoint An educational complex may be composed of one or of school safety. They are crucial points that must several buildings, depending on variables such as be designed in accordance with the spatial typology the size of the community that it serves, the type of that will be used in the overall design. Some of these education offered, resources available for construc- typologies include: tion, etc. a. Compact, one or more floors Thus, the organization of the various buildings that b. Configuration tin he form the letters A, U, L, H, form the complex will define the relationship with the etc. urban or rural setting where they are located, and the c. Organization around courtyards relationships and functionality among buildings. Each d. University campus-style type of formation also involves situations of spatial management and control by members of the school Organize the components of the educational complex community. so that they facilitate natural surveillance, both of the spaces outside it and of campus-type exterior From a security standpoint, regardless of the type of spaces, which is necessary to achieve safer school organization, the following must always be present: spaces. • Natural access control • Natural surveillance • Territorial reinforcement PROBLEM • The various ways of organizing the buildings in an educational complex generate various access points, making them lose hierarchy and also making it more complex to control them. • Accesses are located in places with little natural surveillance. • The single access control strategy that is used does SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 20 9/1/11 10:32 AM fig. o7 Campus-style configuration CHECKLIST 21 • Spatial configuration is clear and favors good visual control of the areas it defines. GOOD PRACTICE 11/ Building with configuration of an interior courtyard and exterior corridor that • Spaces between buildings have transparent planes increase natural surveillance of the school that favor natural surveillance of their users. community. • There are spaces that offer activities and places that encourage people to congregate for adequate natural surveillance, such as cafeterias, photocopying services, etc. GOOD PRACTICE 12/ Entrance to one of the school’s cour- tyards where natural surveillance is rein- forced, allowing the installation of a book kiosk and a telephone. 4. Safe School Spaces B&N.indt 21 9/1/11 10:32 AM GOOD PRACTICE 13/ Transparent fence that defines the building’s perimeter. It allows a good interior-exterior ratio and favors natural surveillance with the exterior space. The building’s design has taken into account the urban location and is connected to it through windows opening toward the street. This also favors natural surveillance. LOCATION DEFINITION When we refer to the building’s location, we are speaking of its placement within a certain piece of land and also of its relationship with the surrounding context. The location of the school and its relations- hip with the surrounding area define the initial scope for analysis and design recommendations. 22 The relationship established by the building and its setting will be an important aspect that will have an impact on the building’s safety conditions, since it is from here that a relationship is established with other activity settings that may have highly diverse cha- racteristics. Thus, an isolated school building, with no neighboring constructions connected to it, has conditions that are very different from a building that forms part of an urban block, where it has contact at one or more points with other buildings. Therefore, fig. o8. Isolated building. We the perimeter and its relationship with the setting can recognize four points where will be an aspect for analysis, on which design recom- the building is exposed to va- mendations will be generated. rious types of spatial commu- nication with the surrounding PROBLEM space. Perimeter open at four • The building complex does not recognize its set- points. ting, thus generating a separate unit that is not functionally or spatially inserted in the context where it is located. RECOMMENDATION Design the location by taking the setting into consi- deration and integrating it with the urban fabric in a functional manner. If the location is rural, take into account aspects of accessibility, climate and topogra- phy so that its relationship with immediate surroun- dings is friendly and facilates access by users of the fig. o9. Building connected to others on two educational complex. sides. Smaller perimeter of contact with su- rrounding space SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 22 9/1/11 10:32 AM fig 11. Building with an irregular perimeter. Each side offers a point of security analysis and potential control to avoid unwan- fig.10. Define school boundaries with appropriate fencing. ted entry. Maintain transparency in the fencing. PERIMETER • If the dimensions of the lot and the size of the building allow it, define separate accesses for stu- 23 DEFINITION dents and for school services. The perimeter of a building or an educational com- • Locate an entry point in a high-visibility area, so plex is the entire exterior border that defines it both that it can be easily monitoring by students and formally and functionally, and that is also the point school personnel during the normal course of their of contact and relationship with the exterior space. activities. The perimeter may have various forms and qualities, • Promote clear visual fields, avoiding interference depending on the unique features of the design of the with overgrown vegetation, signs, or opaque fences. school building or of the set of buildings that form it. • Covered exterior corridors should be designed taking into account the fact that they must facilitate na- PROBLEM tural surveillance. They must be provided with good • The perimeter is irregular, offering multiple sides in lighting for evening operations. which there is the potential for accessing the interior • The design of the complex should ideally incorpora- of the educational complex. te windows that look toward these walkways. Natural • The perimeter or part of it is formed by opaque surveillance from them but also toward them must be walls, which generate potential areas of environmen- taken into consideration. tal deterioration and possible points for antisocial • Exterior corridors should be designed in a T-shape acts. by connecting with another building along its path. • Along the perimeter there are accesses of different This way, continuous protection can be ensured for categories and uses, which multiply the possibilities the user, and the creation of recesses or places where for unwanted entry. someone could hide in the access to the building can • It is more complex to control entry and exit through also be avoided. multiple accesses. • Their height should be slighter taller than the ave- rage height of a person with his or her hand raised. RECOMMENDATIONS This avoids the possibility of climbing onto them • Clearly indicate the line that defines the property. and then climbing up to other other points of nearby • Define accesses to specific, well-defined accesses. buildings. • Clearly define the boundaries of public, semipublic, private and semi-private spaces. • Ensure that the perimeter is defined in such a way that it is not possible to trespass on the property. 4. Safe School Spaces B&N.indt 23 9/1/11 10:32 AM GOOD PRACTICE 14/ Transparent fencing has been used to avoid POOR PRACTICE unwanted access from a neighboring building 17/ Perimeter that communicates with street is opa- que, with no visual relationship to the outside. This does not facilitate natural surveillance. CHECKLIST 24 • The school’s perimeter is clearly defined. • Perimeter fencing is transparent and allows good visual communication. • The perimeter’s various access points are clearly defined and there is good visual control of their use. • There are no abandoned or neglected areas along POOR PRACTICE 15/ Improper way of defining school perimeter. the perimeter. Opaque perimeter impedes a proper interior-exte- rior ratio, hindering natural surveillance. • The perimeter is well lit and well maintained. • Vegetation does not obstruct visual fields. • Entry points along the perimeter have safety lock systems. • Entry points are well lit. GOOD PRACTICE 16/ Entrance located on the school perimeter forms an urban corner and defines a wide visual field. The building’s curve reinforces the location of the entrance and its connection with the urban context. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 24 9/1/11 10:32 AM PERIMETER ACCESS POINTS GOOD PRACTICE 18/ Fence that clearly defines the exterior DEFINITION space, deterring unauthorized access Perimeter access points are all those points that toward a restricted-use building. permit entry into the educational complex, whether a particular building or any space belonging to the complex. Therefore, the following are access points: RECOMMENDATIONS • In general, an access is any point on the perimeter • Accesses must be well defined, clear, and with un- that is permeable and can be crossed to enter the 25 blocked visual fields. educational complex. • Accesses must be transparent, well lit, with no ele- • Main entrance to a building. ments blocking vision. • Entrance to parking areas. • They must be wide enough for a large number of • Entrance to service and loading/unloading areas. people to pass through at the same time. • Entrance to sports facilities. • They must be scaled in accordance with their assig- • Entrance to courtyards and recreational areas. ned use. • They must be sufficiently lit at night. PROBLEM • They must have well-functioning security lock sys- • The access is not clearly defined in spatial terms. tems. • It does not have a defined function because, for • They must be within a visual field that allows en- example, it admits people and vehicles at the same trances and exits to be controlled. time, such as visitors and students. • They must be equipped with automated systems • They are poorly lit at night. when direct surveillance is not possible. • There is poor or no visual control over them in order to control entrances and exits. • Access doors lack an adequate safety lock system. • Automated visual control measures have not been implemented (cameras or other similar systems) when natural surveillance is difficult or impossible. • Poor design creates traffic congestion and delays. • Dimensions are not adequate for the assigned function. 4. Safe School Spaces B&N.indt 25 9/1/11 10:32 AM POOR PRACTICE 19/ Open, uncontrolled space from an ac- GOOD PRACTICE cess zone to the sports equipment sector. 20/ Exterior space of a school that clearly defi- nes areas, using architectural elements. CHECKLIST CONTROLLED ACCESS 26 • Exterior spaces are clearly defined and delimited. • The necessary measures have been taken to avoid unauthorized access between areas. • Visual fields are unobstructed, especially through proper maintenance of plant species in gardens. • There is good lighting for evening activities, it is even and avoids pockets of darkness. • There is furniture that allows people to congregate. Fig. 12 Diagram showing the closure of exterior spaces to halt unauthorized access. • There are elements that protect people from adverse weather conditions. • There is good visual control from neighboring buil- dings on exterior areas. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 26 9/1/11 10:32 AM fig. 13. Isolated exterior corridor with fig. 14. Porch-type exterior space as part of a fig. 15. Exterior walkway as part fig. 16. Exterior connector walkways offer good visual field to see and be seen, since building, facilitating natural surveillance. of a building, good surveillance good surveillance of exterior spaces. its walls are transparent. of exterior space. Possible visual contact with the building’s interior if there are transparent points such as doors and windows. 2.2 RECOMMENDATIONS BUILDING DESIGN • Clearly define the functions of exterior spaces. 27 • Through controlled accesses, limit traffic between EXTERIOR SPACES areas, thus avoiding movement toward unauthorized sectors. DEFINITION • Care for landscaping elements so that there no ve- Exterior spaces are understood as open spaces with getation or overgrown trees block visual fields. lateral faces, or with roofs, where traffic activities, • Provide adequate lighting at night, especially in short stays or sporadic recreational activities are those places used for activities held at special times. carried out. These also include service areas. • Provide adequate furniture that allows the presence of elements of natural surveillance. PROBLEM • Take care of the quality and type of lock at points • They can act as a bridge connecting various areas of contact with non-school spaces, thus deterring of the educational complex and thus could be used to unauthorized access. access unauthorized sectors. • Use informational signs to strengthen understan- • They can be spaces that connect with the exterior ding about the use of the space and about traffic. space of the educational complex, such as the street or other neighborhood spaces. • They are exposed to weather conditions. • Various activities can be carried out in them; these may spatially and functionally overlap, creating con- flict situations, such as sports and traffic activities, access and games, etc. • They have blocked visual fields, due to landscaping or architectural elements, thus hindering surveillance of the site. 4. Safe School Spaces B&N.indt 27 9/1/11 10:32 AM GOOD PRACTICE POOR PRACTICE POOR PRACTICE 21/ Exterior space that allows people to 22/ The fence along the edge of the 23/ Corridor of an upper floor with no congregate under adverse weather condi- corridor and the sign on the entrance can visual connection either from inside or tions. It facilitates natural surveillance be used as footholds to climb up to the outside. Poor natural surveillance. Opa- and good visual control of the area. second floor. que boundary wall and overgrown lateral vegetation hinder adequate visual control from outside the corridor. COVERED EXTERIOR SPACES be located away from these corridors, because they could serve as footholds for climbing and reaching, 28 DEFINITION for example, the windows of an upper floor through These are any spaces that, whether or not they are which to enter the building. part of a building, are open on at least three sides and have the function of protecting traffic or of ser- ving as a transition between the exterior and interior space. In this type of space, we will find: • Exterior corridors, both those that border a building as part of it, and those with an independent structure CHECKLIST that are used as connectors between buildings. • Porches that provide access to buildings. • Design of hallways and corridors does not facilitate climbing to upper floors. PROBLEM • The space cannot be easily watched from inside the • Finishing materials on pillars and columns are buildings. smooth and do not facilitate climbing. • Their structures can be used for “climbing� up to higher points in order to make unauthorized entry • Furniture and architectural or decorative objects are through upper floors. not close to the corridor. • They can cause visual blocks. • Nearby visual fields are clear. RECOMMENDATIONS • Pillars and columns should be designed to avoid • Lighting is adequate and works properly. their being used as a point of support for unauthori- zed entry. Therefore, it is recommended that materials • The corridor’s height does not facilitate climbing. with a smooth finish be used to make it difficult for hands to hold on to in climbing; in addition, any type • Anyone who uses the hallways and corridors can of ledge that could be used as a foothold should be easily see and be seen. avoided. • Low walls, trees and window boxes for plants should SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 28 9/1/11 10:32 AM GOOD PRACTICE 25/ Glass doors and clear windows at the entrance are a good practice that favors natural surveillance. GOOD PRACTICE 24/ A simple roof defines the entrance from the street and provides protection from environmen- tal conditions. RECOMMENDATIONS ACCESS TO THE BUILDING • Minimize the number of uncontrolled entrances to 29 the building. DEFINITION • Locate the main entrance in the front of the buil- Dependiendo del complejo educacional ding, near the administrative area and with a clear este podría tener uno o varios edificios principales. El view toward the outside. acceso a ellos, sin importar su uso específico, man- • Avoid any kind of hidden entrances. tendrá los mismos principios de diseño. • Secure any kind of secondary entrance and reinfor- Se definirá como acceso principal del edificio por ce it with surveillance cameras, using closed-circuit donde se ingresa a su interior de manera masiva. Este cameras whenever possible. punto de entrada recoge al mayor número de usua- • Access doors and windows with wide glass to provi- rios al momento de entradas o salidas de él. Desde de a good view. este punto de ingreso se distribuyen en su interior • Administrative offices close to the access with glass de acuerdo al propósito e interés especifico de cada windows and doors for natural surveillance of the persona. entry point. • Avoid any place that would allow someone to hide PROBLEM in secondary accesses. • The access is not sufficiently noticeable and is not • Proper lighting at entry points. clearly recognizable from outside the building. • Clear access design and clear signs pointing to • The access lacks a checkpoint that makes it possible administrative offices during class hours. to detect unwanted entries. • Provide the access with a protective roof that is • The visual field from inside is blocked and does not large enough to cover a number of people during allow good natural surveillance of neighboring spaces. inclement weather. • Lighting is inadequate and systems do not work • Provide chairs for waiting in the access area. properly. • The entrance is not seen from the administrative area. • Doors and windows are opaque, hindering the view of the surroundings. • The access point lacks furniture that makes people want to congregate inside it. 4. Safe School Spaces B&N.indt 29 9/1/11 10:32 AM GOOD PRACTICE 27/ A courtyard with well-tended gardens, lighting, furniture and significant objects that contribute to a sense of identity. POOR PRACTICE 26/ Opaque entrance door does not allow a good COURTYARDS visual field toward the outside. DEFINITION The courtyard is defined as the open area surrounding the buildings that form the educational complex; it is used for recreational or sports activities, or for activi- ties that complement classes. It is generally paved or CHECKLIST covered with vegetation. 30 • The entrance is clearly defined at the front of the The courtyard is the place where students of an building. educational establishment gather when they are not in scheduled learning activities or other activities • The entrance has a roof or protective awning. assigned by the school authority. • There are no hidden entrances. The general design of an educational building may be the best architectural resource for creating a pro- • Secondary entrances have safety locks in good tected, enclosed courtyard. The traditional form of working order. a school courtyard is one that most efficiently and simply allows good visual control of the activities • It is large enough to avoid congestion or traffic conducted in it. A corridor along the sides of the problems. courtyard allows one person to have a good view of the entire courtyard with little difficulty; this increa- • Lighting uses lamps with anti-theft devices. ses this person’s feeling of safety with regard to the use of the space. This space for perimeter traffic also • Doors and windows at the entrance are transparent. provides good protection from prevailing atmospheric conditions. Access to these courtyards is an aspect to • Administrative offices are close to the entrance. be considered and must be controlled. • There are no places to hide near the entrance. PROBLEM • Several courtyards are interconnected, creating • Signs clearly point to administrative offices. transitional spaces that must be controlled. • The courtyard lacks clear visual fields because they • Seats for waiting in the entrance area. are obstructed by architectural elements or by vege- tation. • The area looks clean and well maintained. • It lacks adequate furniture to encourage people to congregate there. • It lacks good lighting for safe evening activities. • There is a lack of good visual relationship from SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 30 9/1/11 10:32 AM POOR PRACTICE 28/ The courtyard’s vegetation looks neglected and abandoned. The handicap sign is in the wrong place. surrounding buildings, thus hindering good natural CHECKLIST surveillance. • Access to courtyards is not controlled, thus facilita- • The different entrances to courtyards are secure, ting unauthorized entry. with good visual control. • Vegetation or trees are overgrown, thus hindering visual control. • The courtyard can be seen from the administrative • The courtyard lacks proper maintenance, which offices or another place with the constant presence of gives an image of neglect and lack of concern. persons in charge. • There is no visual control from the administrative 31 area. • Entrances are designed to avoid unauthorized ac- cess. RECOMMENDATIONS The courtyard of an educational establishment is an • The visual field is clear and unobstructed. important space within the places that form it. It is where socialization is carried out and where there is • It has good lighting in good working order for eve- personal contact between students and the school ning activities. community; it is a space where people can meet, spend time together, relax and have fun, without the • There is adequate furniture that encourages people restrictions that exist inside a classroom. It is the to congregate there. place where students can freely express themselves and develop conditions for communication and inte- • There are complementary activities such as kiosks raction that are very important for their development. that facilitate surveillance of the area. But the courtyard is also a place where conflicts can arise, in many cases resulting in violent acts that • The windows of neighboring buildings have a good must be prevented. view of the courtyard. The recommendations presented will thus be in two • There are no places to hide. areas. The first is aimed at functional control (enclo- sures, visual control, etc.) through conditions provi- ded by architecture. The second is aimed at creating spatial and perceptual conditions that generate a state of well-being among users of the place. Thus, the space is an environment that leads students to a state of nonviolence. Adequate landscaping, use of color, control of atmospheric conditions, aromas, etc. can generate conditions that positively affect sensiti- vity and facilitate an internal state of nonviolence. 4. Safe School Spaces B&N.indt 31 9/1/11 10:32 AM POOR PRACTICE 29/ The design of fences, although they have a functio- nal purpose, is also a remin- der of confinement that is not suitable for an educational establishment. Spaces should be controlled and their access should be limited, but they should not look like jails. GOOD PRACTICE 30/ Access gate to a children’s playground. De- signed using motifs made by children. This also generates a sense of identity. RECOMMENTIONS FOR SPATIAL CONTROL IN RECOMMENDATIONS FOR ENVIRONMENTAL COURTYARDS IMPROVEMENT 32 • Clearly define and secure accesses to courtyards. • The use of landscaping elements such as flowers Enclosure elements should be designed so that their with bright colors and pleasant aromas is highly re- image is pleasing within the architectural complex commended to create a peaceful setting. and is not visually aggressive. • Gardens with aromatic species that can be used as • Design accesses to deter entry during unauthorized a practical complement to science classes or similar hours. subjects. • Visual fields from inside the surrounding buildings • Water fountains that produce peaceful sounds. must be clear in order to provide good control of the • Use of decorative sculptures that are inspirational space. for students. • Provide good lighting for evening activities. • Furniture that encourages people to congregate, • Install windows that provide a good view of the ideally designed with forms that avoid angles and an courtyard. aggressive aspect. • Keep visual fields clear in the courtyard, avoiding • Installation of sound equipment that can transmit any kind of obstructions such as those caused by soothing music. Subtle natural sounds have been trees, signs or other elements. proven to be highly useful for this purpose. • Clearly define traffic areas and those designed for • The use of natural materials such as wood and stone specific activities. The use of different types and is recommended. qualities of flooring or paving is recommended for this task. • Include furniture that encourages people to congre- gate in the place. Benches and water fountains are highly recommended elements. • Provide equipment that encourages people to practice nonviolent recreational activities. Chess and ping-pong tables are recommended. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 32 9/1/11 10:32 AM GOOD PRACTICE GOOD PRACTICE 31/ Access gate to elementary school student 32/ Garden that uses round forms and natu- area. The children of the school designed it. ral elements to create a peaceful setting. The species planted are vegetables cared for by the children. 33 POOR PRACTICE GOOD PRACTICE 33/ Drinking fountain in courtyard looks neglec- 34/Courtyard built with plants along the edges ted and poorly maintained. and a central water fountain. Visual fields are clear. POOR PRACTICE 35/ Hard courtyard with no na- tural elements to make the space look pleasant. It looks poorly maintained and neglected. 4. Safe School Spaces B&N.indt 33 9/1/11 10:32 AM GOOD PRACTICE 36/ Courtyard with well-tended gardens, lighting, furniture and meaningful objects that provide a sense of identity. CHECKLIST/RECOMMENDATIONS FOR ENVIRONMENTAL POOR PRACTICE IMPROVEMENT 37/ Courtyard vegetation looks poorly tended 34 and neglected. The handicap sign is in the wrong place. • There are landscaping elements such as flowers, trees and shrubs. • There are aromatic species that make the place especially pleasant. • Landscaping elements are in good condition and do not block visual fields. • Natural elements such as wood and stone have been used in designing the area. • There are decorative elements such as water foun- tains and sculptures. • There is furniture for people to congregate there. It is in good condition and has a pleasant design (without elements that are aggressive to the touch or to sight). • Color has been used in buildings and nearby archi- tectural elements. • Landscaping elements are used as educational ma- terials. • There are installations for playing soothing music. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 34 9/1/11 10:32 AM GOOD PRACTICE 38/ Exterior space that defines areas clearly, using architectural elements. EXTERIOR WALLS ARCHITECTURAL DESIGN ELEMENTS DEFINITION DOORS Exterior walls are all those structures that form part of the design of an open space but do not play a DEFINITION structural role as an integral part of a building. They Doors are defined as any kind of regularly shaped ope- may be used as a support to define sectors of use, or ning in a wall, from the floor to a convenient height simply as part of the on-site furnishings. that makes it possible to enter or exit. PROBLEM This is also the name given to the wooden board, 35 • They may be used for hiding. metal plate or other material that is installed in the • They may used as supports for climbing and un- opening and that controls entry/exit by means of a authorized entry. hinge and closing mechanism. • They may block visual fields. PROBLEM RECOMMENDATIONS • There is no adequate lock system, thus allowing • They should be far enough way from buildings that easy, unwanted entry. they cannot be used to climb over. • They are not designed in accordance with the speci- • Locate them in places that do not block the visual fic purpose that they are meant to fulfill. field. • The wall reinforcement system is not the most • Use textures and finishings that are not aggressive appropriate, thus allowing the door to be easily dis- or can cause any type of injury to children who lean mantled. on them. • They block visual fields because they are opaque, • Consider the use of this architectural resource only thus hindering proper surveillance of surrounding if it is an evident contribution to the design of the areas. school complex. • Their opening blocks the visual field. • They are located in “recessed� spaces, making visual control of the surrounding areas even more difficult. RECOMMENDATIONS • The design and type of doors used in the design of an educational building must be adjusted the building’s specific conditions. • Doors must be easy to open in case of emergency. The use of hinges without removable pins and with a protective cover is recommended to avoid unauthori- zed entry by breaking them. • Glass doors or doors with small windows incorpora- ted allow a view from inside to what is happening in 4. Safe School Spaces B&N.indt 35 9/1/11 10:32 AM fig. 17. fig. 18. Recess with corners at Recess solution that 45° angles that contain groups together two or two doors. Small lateral more doors. This alter- windows allow wider native provides more angles of vision. restricted visual angles. Compensate with small lateral windows. adjacent spaces, thus allowing good visual control. • Especially in the case of doors that open onto a hallway, these should open at a 180° angle to offer the most space possible. • If possible, avoid recessed doors because they crea- te a space where someone can hide and also hinder the angle of vision from inside the classroom. If this is unavoidable, a good solution is to have the corners fig. 19. Esquema de of the recess at a 45° angle, which makes it possible puertas con vidriado 36 to expand the visual field from inside. que permite una buena • In cases where it is not possible to avoid creating visión desde el interior a recessed space that holds doors, try to group them de la sala. in such a way as to generate a larger recessed space; this improves visibility conditions. fig. 20. Esquema de puertas que permite maximizar la visión por medio de ventanillas laterales. Placa de protección. CHECKLIST • Walls do not block visual fields. • They are far enough away from the buildings and cannot be used to climb to unauthorized access points. • Their appearance is not aggressive for users of the place. • They do not look like a place to hide. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 36 9/1/11 10:32 AM GOOD PRACTICE POOR PRACTICE GOOD PRACTICE 39/ Transparent door allowing a good 40/ Opaque, set-back doors impede view 41/ Door that opens directly to the entrance ha- interior-exterior ratio. from inside. llway, with glass panels that allow a good view from inside. WINDOWS RECOMMENDATIONS • Place windows strategically in walls and glass parti- 37 DEFINITION tions to maintain good levels of security, and especia- A window is defined as any opening made from the lly to provide good natural surveillance. middle to upper part of a wall for the purpose of • Use transparent glass, unless for privacy reasons providing light, ventilation and a view into the room opaque glass must be used. where it is located. Wide, clear windows are of vital • Ensure that locks work properly and are in good importance in administrative areas, allowing staff to condition. maintain good visual control of sensitive areas such • Protect windows with exterior protective devices as access points and others of a similar nature. when necessary. In the classroom, the use of smaller side windows is • Avoid blocking them with landscaping, furniture, strongly recommended in order to increase the range etc. of visibility from inside. • Keep them clean. • Immediately replace broken or missing glass. These PROBLEM give a feeling of neglect and of lack of concern. • Windows lack proper locks, making them a potential point for unauthorized entry. • Their location does not allow for an efficient visual control of the surrounding area. • The view through the windows has been blocked by furniture, landscaping or decorative or publicity stickers. • The type of glass used allows light to pass through but does not allow any view. • Glass is broken or missing in the window. GOOD PRACTICE 42/ Wide windows in a classroom allow a good view of the exterior space. 4. Safe School Spaces B&N.indt 37 9/1/11 10:32 AM POOR PRACTICE GOOD PRACTICE POOR PRACTICE 43/ Window that has been covered with 44/ Window located in a stair landing offers 45/ Missing glass gives a feeling of ne- an adhesive to block the view inside. It is a clear view of a small interior courtyard glect and lack of concern about the place located in a space set back from the main between buildings. hallway, making it even more difficult to see from the inside to the outside. CHECKLIST ROOFS 38 • Windows are in good working condition. Locks work DEFINITION and are secure. A roof is understood as any structure built with ho- rizontal or inclined planes and located in the upper • Windows are strategically located to provide natural part of a building for the purpose of covering it. It surveillance of critical spaces such as access points, may be made of various materials, but it always defi- parking lots and courtyards. nes the upper end of the building. • The view through them is not obstructed by archi- PROBLEM tectural or landscaping elements. • It is a point that is neglected and can generate unauthorized entries. • Glass is in good condition and is not missing. • Due to its distance from the usual traffic pattern, its surveillance is difficult. • They are protected by metallic or similar bars to • The building support systems (air conditioning, avoid unauthorized entry. ventilation, etc.) that are located on it offer weak control points and can favor unauthorized entry. • The window glass is clean. • Windows are sometimes installed in it for lighting or ventilation, such as skylights or transoms. If these are not protected, they become potential points for unauthorized entry. RECOMMENDATIONS • Make sure that any type of accessory used to climb to the roof is not operational or reachable by unwanted persons. This includes rigid ladders that lean against a wall. The use of retractable ladders is recommended, so that they are operational only when needed. • Protect windows or skylights with bars to make them more difficult to open. • Preferably use mechanisms to open them from the SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 38 9/1/11 10:32 AM POOR PRACTICE GOOD PRACTICE POOR PRACTICE 46/ Broken glass in a window gives a 47/ Windows of a group of classrooms 48/ Skylight without exterior protec- feeling of neglect. allow natural surveillance in the direc- tion. Facilitates access by unauthorized tion of a parking lot. persons inside. • Exterior benches • Use safety locks and reinforce those that are • Trash receptacles 39 standardly installed because they may not offer the • Soft drink vending machines required safety conditions. • Lamps • In the same way, protect all building support devi- • Telephones ces installed on the roof (air conditioning, ventilation and similar devices). This keeps them from being FURNITURE violated by unauthorized persons and also avoids accidents when they operated by curious children, for PROBLEM example. • Furniture is in poor condition. • Avoid all types of landscaping elements such as • Feeling of neglect due to poor condition of furnitu- window boxes, low walls, trees and similar elements re. near walls to keep them from being used as footholds • Premature fatigue in students as a result of lack to access the roof. of comfort. This creates tensions that can later be expressed in the form of acts of violence. FURNITURE g.2. SUPPORT FURNITURE AND EQUIPMENT DEFINITION • Benches, vending machines and telephones are Furniture is understood as all objects and devices that located in places away from any point of observation, complement the proper functioning of an educational thus facilitating acts of vandalism. establishment. • It is not in good working order, thus creating a feeling that the place is abandoned and neglected. Furniture is organized into two groups: essential and support. RECOMMENDATIONS Essential furniture • If furniture is not in good condition, generate stra- • Blackboard tegies for repair work so that the school community • Teacher’s desk as a whole can be included. Its contribution to the • Students’ desks repair of furniture is valuable, as is the creation of a • Chairs sense of ownership and identity with regard to those • Furniture to store materials and supplies objects that contribute to the learning process. Support material and equipment • If furniture is lacking, work together with the 4. Safe School Spaces B&N.indt 39 9/1/11 10:32 AM GOOD PRACTICE 49/ A wooden plank becomes a good seat for the classroom. GOOD PRACTICE 50/ A board of pressed wood attached to the wall can be a good blackboard. community to schedule work-days for making sim- RECOMMENDATIONS FOR ELEVATORS ple furniture that can be a great contribution to the • Situate them in a central location, adjacent to key students. A simple pressed wood board painted black traffic areas, i.e., in hallways at the entrance and in and affixed to the wall can become a blackboard or main hallways, in an arrival zone where they do not a bulletin board for the school community. A good obstruct traffic. way to protect against vandalism is to create a sense • Elevator hallways should be well lit to promote sur- of ownership. Generating this feeling stems from the veillance and safety. The use of elevators for criminal joint effort of the community in projects that are sim- activities can be considerably discouraged through ple but provide a sense of unity. natural surveillance. 40 • The use of transparent cabs or electronic surveillan- RECOMMENDATIONS FOR LIGHTING ce such as closed-circuit television (CCTV) inside the • Easy access to lighting devices. elevator is recommended. • Avoid producing shadows that create a “zebra� effect. • Protect lighting devices from acts of vandalism. • Use lamps that provide even light, avoiding glare, reducing shadows, and lighting horizontal surfaces. • It is recommended that a lighting specialist be consulted, because this aspect is not only related to everything pertaining to the proper performance CHECKLIST of work activities, but is also essential in terms of safety. • Roof access elements are not available to unautho- rized persons. RECOMMENDATIONS FOR TELEPHONES • Situate them in a centralized, highly visible loca- • Roof windows and skylights have exterior protection tion, for example adjacent to administrative offices. with safety devices. • Provide good, unobstructed visual control of tele- phones from nearby windows. This can appreciably • Skylights or windows open from the inside. reduce vandalism. • Situate them in places that do not generate conges- • Locking mechanisms are secure and in good working tion. condition. • Install them in such a way that they are accessi- ble to people of all ages or those with some type of handicap. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 40 9/1/11 10:32 AM GOOD PRACTICE POOR PRACTICE GOOD PRACTICE 51/ Telephone located in a place with 52/ Courtyard with no lighting for eve- 53/ Telephone located next to the entrance heavy student traffic and with nearby ning activities. to administrative offices. lighting. INTERIOR SPACES RECOMMENDATIONS • Position a primary checkpoint between access doors 41 LOBBIES AND RECEPTION AREAS and other areas of the school. • Locate an area of attention or control near the DEFINITION principal access. A lobby or reception area is understood as the space • Design the lobby area so that it can be securely that receives people as soon as they cross the thres- locked. hold of the entrance to the building from the outside. • Install surveillance cameras when necessary. From this space, traffic inside the building is regula- • Use forms that do not obstruct sight. If possible, ted according to different areas of use. design angled or rounded corner walls to obtain bet- ter visual fields. PROBLEM • This point of entry to the building is not well controlled, thus allowing the entry of unauthorized persons. • The administrative area is not close to the access point. • Visual control from this point of entry to the out- side is not good, hindering the natural surveillance process. fig. 21. Scheme • It lacks adequate furniture for people to gather showing good there. lobby location. • The size of the lobby or reception area is not large enough to hold the number of people who use it, thus creating congestion and confusion that can be misused for unauthorized access. • Lighting is not good, hindering good visual control of the area at night. • The lock system is inadequate and is in poor condi- tion. 4. Safe School Spaces B&N.indt 41 9/1/11 10:32 AM ADMINISTRATIVE AREA DEFINITION fig. 22. Reception area with a reception counter The administrative area is defined as all spaces that and access control. Note that from this point are used for non-academic work and that allow an there is a good visual field toward the adminis- educational institution to operate. trative area and other areas near the entrance. The administrative area includes administrative offices, teachers’ offices and lounges, file areas, and emergency clinic. 42 PROBLEMS • Because it contains items of value and important information, this area can be the target of theft. • If the area lacks sufficient surveillance, it can allow unauthorized entry. • It lacks electronic surveillance mechanisms that can prevent unauthorized entry. • There is more than one access that leads to this area, making it difficult to control the entry and exit of people. GOOD PRACTICE • The windows in this area are not sufficiently secu- 54/ A control desk next to arrival area makes red and can become points of unauthorized access. it possible to observe entry and exit from the access hallway. RECOMMENDATIONS • The administrative area should have an unobstruc- ted view toward the hallway by which it is accessed. It should eventually be protected with a transparent, CHECKLIST resistant material such as plexiglass, especially if any valuables are handled in this area. This transparent • Lobby lighting is even and well maintained. screen should not hinder proper surveillance of the access area. • Access doors can be securely locked. • When considered appropriate, the administrative area may have a “safe room� with a security lock and • There is a checkpoint at the access. a telephone in good working order. • Teachers’ offices and a room to store student re- • From the lobby and the administrative areas, it is cords should be separate from the lobby entrance and possible to see outside and observe school bus arrival should be accessible by means of a hallway that can points. be closed and thus be separated by the access area which is more “public.� SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 42 9/1/11 10:32 AM GOOD PRACTICE 55/ Office with trans- parent panels that allow a good visual field from inside. RESTROOM area, not only for reasons of hygiene, but also as a very clear sign that proper maintenance means cons- DEFINITION tant surveillance and care by those in charge. A bathroom is any space specifically meant for ca- Windows should be hard to reach and their size rrying out the functions of releasing liquid and/or should not allow a person to enter or exit. If they solid waste from the human body and to conduct acts are larger, it is suggested that protective devices be of personal hygiene and cleanliness. installed to deter the entry of unauthorized persons. For cultural and hygiene reasons, privacy is required during these acts, which implies the the design of se- parate, independent compartments in public buildings 43 for the conduction of these functions; as well as sepa- rate space for men and women. These are generally neglected, isolated spaces away from zones of regular activity. PROBLEMS • They are out of sight, making them vulnerable to the occurrence of illegal or violent acts inside them. • Vandalism, disorderly conduct, violence and use of tobacco, alcohol and drugs can be some of the acts commonly committed inside these areas. • Constant attacks on installed artifacts, causing ope- rational problems and high maintenance costs. • Presence of graffiti on walls. RECOMMENDATIONS • The access to bathroom should be located in a place where natural surveillance of their entrance can be conducted. Places near a main corridor or adminis- trative area are suitable. • They should be highly visible from recreation areas. • Use of interior divisions in the form of a labyrinth. • All implements for common use, such as paper and soap dispensers, shelves and trash recepticles should be highly resistant and preferably attached to the wall in order to avoid vandalism. • All finishing materials on walls, panels, ceiling and MAIN ACCESS floors should be graffiti-resistant and easy to main- fig. 23. Diagram of the general organization of tain. Maintenance and cleaning are essential in this the administrative area. 4. Safe School Spaces B&N.indt 43 9/1/11 10:32 AM fig. 24. Design of bathroom access. When possible, avoid 90° angles in corners. An angle can improve visual control of the access while maintaining privacy. Interesting ideas to consider and that have worked very well in some places include: 44 • Give the bathroom a visual quality that goes beyond the traditional image. Use of decorative motifs on finishings, use of uncommon colors “to break the idea of being in a bathroom� and installation of posters with meaningful images for youths. This can be done with student participation, thus helping to generate a sense of ownership and increasing care for the place. fig. 25. Design of bathrooms with • The allocation of a space for students to post paneled labyrinth-type entrance. information on their activities is another of the ideas Provides privacy but does not proposed, to be evaluated on a case-by-case basis, require a door, generating a per- ception of control over the area. but it has been proved to be effective. • In terms of common acts such as graffiti, the very common practice of using dark colors on surfaces to avoid scratching is not recommended. This only makes the place darker and more lifeless, and denotes fear and neglect. Colors that reflect light and cleanliness are the most suitable. Combinations of colors can be a good alternative for generating a space that is more pleasant and offers a feeling of care and concern. • Design bathrooms in groups, with doorless or labyrinth-type accesses, and with entrances in a main traffic area. • Locate bathrooms near areas that are already under natural surveillance. • If bathrooms are not in an area with natural survei- llance, then study the implementation of mirrors or cameras for remote visual control of bathroom entry. • Use of non-traditional solutions for interior design. • Maintenance and repair in the operation of acces- sories and artifacts. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 44 9/1/11 10:32 AM GOOD PRACTICE 56/ A wall that simulates a movie poster breaks the clas- sic bathroom model and turns the place into a space with a different kind of look POOR PRACTICE 57/ Dark colors make the place look gloomy and give a feeling of neglect. CHECKLIST 45 • Bathrooms are located in a principal traffic area. • Access has natural surveillance. • Access is labyrinth-style, without a door. • The interior is maintained and all accessories and artifacts work properly. • Lighting is even and works properly. GOOD PRACTICE 58/ Easy-to-clean materials have been used in • Windows are protected to avoid unwanted access. the case of graffiti, colors are light and bright. The place is observed to be well maintained and well cared for. • Light, bright colors are used to facilitate mainte- nance and give a feeling of being cared for. • The interior design is creative and has been carried out with student participation. 4. Safe School Spaces B&N.indt 45 9/1/11 10:32 AM POOR PRACTICE POOR PRACTICE 59/ The room looks dark 60/ Deteriorated walls and neglected; dark with inappropriate color. colors have been used, Furniture neglected and creating an unstimula- in poor condition. ting atmosphere. CLASSROOM kers, cabinets and similar items, should be built into walls, thus avoiding visual obstructions and possible DEFINITION hiding places. A classroom is any enclosure within an educational • It is suggested that windows be designed to com- building where various modalities of learning activi- municate with the outside, thus increasing the obser- ties are conducted with different types of students, vation of activities inside the classroom. from basic education to technical, professional and • Windows should also be protected to avoid un- university education. authorized entry and window glass should be well maintained and clean. 46 PROBLEM • For doors, it is suggested that safety locks be used; This is the space where students congregate for the these can be operated from inside to avoid access to most hours and where confrontations can arise as a the room in an emergency situation but also allow result of: quick exit at any time. • Maintain proper ventilation in order to provide fresh • Poorly managed conflicts between students and air at all times. teachers or among the students themselves. • Maintain comfortable temperatures both in summer • Physical and emotional fatigue, frustration stem- and winter. In many school communities, this invol- ming from the demands of academic activities or ves high costs, especially for heating. Therefore, it other types of social situations that spark inside is strongly suggested that sustainable “green archi- classrooms. tectural� systems be implemented. Especially in the • Overpopulated environments resulting from the ad- design of new buildings, it is strongly recommended mission of more students than the place can comfor- that the use of self-sustainable designs be used. tably hold and the teacher can handle. • The emotional conditions resulting from study can This has positive repercussions on the good quality be aggravated by environmental factors and spatial of comfortable temperatures in the building without design, such as poor ventilation in the classroom, involving high maintenance costs. It has been shown excessive heat or cold, poor lighting, deficient or that the possibly higher costs of implementing the inadequate furniture. system are amortized in a short period of time, gene- • The classroom is an isolated, self-contained place rating independence from traditional energy systems and lacks a good interior-exterior visual ratio. It is and maintaining constant levels of comfortable hard to recognize from the outside any violent action temperatures. At the same time a school community on the inside, making it difficult to provide help in an assumes a “green mentality� that is reflected in the emergency situation. building itself, it is also an opportunity to generate a “green working environment,� characterized by non- RECOMMENDATIONS violence and cooperation among community members. • The design should incorporate transparent surfaces between the classroom and exterior hallways, thus increasing natural surveillance. • Classroom implements and accessories, such as loc- SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 46 9/1/11 10:32 AM GOOD PRACTICE GOOD PRACTICE 61/ The classroom has 62/ While windows provide a built-in wall storage good visual field toward the space, thus avoiding exterior, they are also protected the obstruction of with curtains to control sunlight visual fields. Even and brightness. The space be- lighting and soft colors neath windows is used to store emphasize light. school supplies. CHECKLIST installation, it cannot be stored daily in a secure compartment. • Classroom has windows that allow activities inside • The equipment is installed in rooms that were not the room to be observed. originally created for this purpose, and therefore the- re may be more than one access point, or there may • It has facings that allow visual control from corri- be windows or other places that could allow unautho- dors outside the classroom. rized entry. • They may be freely accessed by students and thus • Interior furniture that does not obstruct visual do not allow an adequate control system. fields. 47 RECOMMENDATIONS • Good maintenance, clean, all systems operational. • Staff in charge must be able to watch accesses and areas of operation. • Room has proper temperature. • These place must have only one main entrance; if a second one exists, it must be secured and have some • School furniture is in good condition and is adequa- sort of alarm system like that of the main entrance. te for the type of task conducted. • It is worthwhile to design a checkpoint at the access so that the person in charge can record entries • Doors and windows have lock systems that are ope- and exits at all times. rational and in good condition. • Delicate and costly equipment should be stored in a separate compartment with a special lock, preferably LABORATORIES, WORKSHOPS AND COMPUTER built into the wall and visible by the person in charge ROOMS of the checkpoint. • Special care should be taken with laboratory chemi- DEFINITION cals and tools that could be used for harmful purpo- These are defined as any spaces where learning ses. activities are conducted and require sophisticated • Check that all locks, both for windows and doors, instruments or electronic equipment. These rooms are in good working condition. include chemistry, physics and biology laboratories; electronics, carpintery and drafting workshops, etc.; in general, spaces equipped for manual labor and rooms where computer equipment and related acces- sories are located and used, such as printers, plotters, scanners, CD burners, etc. PROBLEM • These places hold high-cost equipment, making them targets of theft. • The equipment is in plain view; due to its complex 4. Safe School Spaces B&N.indt 47 9/1/11 10:32 AM POOR PRACTICE 63/ Large window leading to an exterior space enables unauthorized access. Although in this case there is a protective fence, it is still a poten- tial point for unauthorized access. The place looks dark and is difficult to control visually. GOOD PRACTICE 64/ Well-lit, clean, organized room. Only has one window for natural light and ventilation but does not allow access. CHECKLIST CAFETERIAS 48 • Room has only one well-defined entrance and a DEFINITION checkpoint for entry and exit. These are any spaces where food and beverages are prepared and served to students. This category inclu- • From the checkpoint, there is good visual control of des small places with only a few tables and simple the room and its surrounding area. foods such as sandwiches and beverages, as well as larger places where food is prepared and served to a • Existence of other entry points, such as windows or large number of people. secondary doors. PROBLEM • Maintenance of the room. • A large number of students congregate in the cafeteria for a short period of time, implying a large • Alarms or other mechanical control systems in good movement toward the inside. working order. • Students access this place after many hours of schoolwork; fatigue and possible frustrating experien- • Valuable or hazardous items are stored in a specific, ces during the day are the perfect materials to spark safe place. conflict in an overcrowded and uncomfortable area. • Overcrowding, difficulties in movement, and delays in service are all factors that can generate acts of vio- lence within this enclosure. SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 48 9/1/11 10:32 AM GOOD PRACTICE POOR PRACTICE 65/ The place is uncluttered, with a good visual 66/ Student overcrowding has made it necessary field. Tables that bring together a small number to use shared tables. Proximity and lack of space of students help avoid overcrowding. The space can create friction among students, which can between tables allows smooth traffic flow. lead to violent reactions. RECOMMENDATIONS CHECKLIST • Design of separate entrance and exit, with wide, 49 well-operating doors. • There is a well-located checkpoint for visual control • In this case, as recommended in other chapters, it toward the inside. is suggested that sizes exceed the minimums stipula- ted by the corresponding codes. • Entrance and exit are separate. • Provide sufficient room for moving between tables. • Designate a checkpoint near the entrance and exit, • Entrance and exit doors are a good size, thus avoi- from which there is good visual control of the entire ding congestion. area. • If there is a point to pay for food, it should be • Hallways are wide enough to avoid congestion. located in a place that is secure and visible from observation areas. • The place has windows that look toward the outside • Keep the place orderly and clean. and allow people to see and be seen. • Maintain furniture so that there are no loose parts or hazardous elements (unstable chairs or tables with • The place where students receive food and the cas- parts that are loose or in poor condition). hier station, if any, are visible from the cafeteria. • Maintain proper conditions of environmental hygie- ne, clean air and good lighting. • Kitchen has safety lock devices, and hazardous ítems are stored in a special, safe place. • Windows and secondary entrances are secure. • There is an alarm and surveillance system to com- plement other means of caring for the place. • Orderliness and general maintenance show concern for the place. 4. Safe School Spaces B&N.indt 49 9/1/11 10:32 AM GYMNASIUMS AND COMPLEMENTARY SPACES GOOD PRACTICE DEFINITION 67/ Well-lit, clean, organized room. It has only These are any structures built for the purpose of one window for lighting and natural ventilation, hosting students’ physical and sports activities. These but it does not allow access. structures contain areas for physical activity as well as complementary activities such as showers, dressing rooms, bathrooms and administrative offices. 50 PROBLEMS • Due to their size and design, they may be separate from the school complex, and their surveillance is more complex. • They may be used by persons outside the school community at times and on days when there are no school activities. This enables access by “outsiders� to the community who could commit vandalism or other acts against the school. Therefore, it is neces- sary to have two well-controlled accesses: one for POOR PRACTICE 68/ Large window leading to an exterior space students and one for persons from outside the school enables unauthorized access. Even if it has a community. protective grate in this case, it remains a point • This type of infrastructure requires additional of unwanted access. The place looks dark and is equipment, such as air conditioning, ventilation and difficult to control visually. similar elements. The devices installed on roofs, such as skylights, ventilation equipment, ducts, etc., can potentially generate unwanted access points. OFFICE OFFICE KEEP RECOMMENDATIONS • Both accesses (if there is more than one) should have a checkpoint. If this is not possible, then mi- rrors for visual control from a remote point or survei- PLAYING llance cameras should be installed. FIELD • Emergency exits should be in good working condi- SHOWERS BATHROOMS tion and secured from the outside to avoid unwanted entry. They should open freely from the inside but not from the outside to the inside. They are only for fig. 26. General organizational diagram. Note exiting. office area that has visual control over the • Any opening in the roof should be secured and sports enclosure. should be away from interior architectural elements SAFE SCHOOL SPACES. Design Recommendations 4. Safe School Spaces B&N.indt 50 9/1/11 10:32 AM that can facilitate access in case they are violated. CHECKLIST • When possible, use retractable ladders to keep the visual field as clear as possible, also avoiding other • There is a visual checkpoint at accesses. hiding places. If this is not possible, then it is re- commended that the lower space be enclosed, as was • All accesses have locks in good working condition. suggested for ladders. • Locate places to store equipment and other items in • Doors and windows in good condition. an area visible from the playing area, thus increasing natural surveillance. • Lighting systems in good working order and light is • Review possibilities of entry through transoms, adequate for the size of the enclosure. 51 skylights or high windows, if there are any. Secure their locking mechanisms. • Spaces outside the enclosure are lighted at night • Install electronic surveillance systems if natural and there is some sort of visual control over them. surveillance is too difficult. • Avoid installing this equipment in rooms that are • Roof windows and openings have locks in good isolated and away from traffic flows. It is recommen- working order. ded that it be part of the library and near it (in the case of computers). • Perimeter windows have unobstructed visual fields • If there are windows on the perimeter, avoid visual that promote natural surveillance. obstructions, for example controlling exterior lands- caping elements, bushes, window boxes, etc. This • The place is clean and hygienic. control makes it possible to look inside and conduct surveillance. • The locker, shower and bathroom area is located in • Maintenance of the area, cleanliness and proper such a way that accesses open to main traffic areas. operation of the systems. • Locker, shower and bathroom areas should have • There is an administrative area or office from which doors that open onto a main traffic area. there is natural surveillance of the play area and • For bathrooms, use the same criteria as those accesses. mentioned in the chapter dealing with this type of enclosure. • Implements and equipment are stored in a protec- • An administrative area may be a good point for ted, secure space. visual control of the locker area. • All implements should be stored in a space designa- ted for this purpose, and should have security locks and access from inside a controlled area such as an office. • For doors and windows that open to the exterior, the same general recommendations as those given in other chapters are used. 4. Safe School Spaces B&N.indt 51 9/1/11 10:32 AM .3 Community Participation 3.1 3.2 INVITATION AND PROCESSES OF RAPPROCHMENT DIAGNOSTIC TOOLS 52 The following sections describe how to conduct a The objective of the diagnostic is to generate infor- process of implementing crime prevention projects mation that makes it possible to define the problem through the design of the educational space and its of unsafety to be addressed and to decide on concrete environmental characteristics in the school commu- actions to be carried out. nity environment. Although the strategy to address problems of unsafety in educational spaces may consi- STAGES OF THE DIAGNOSTIC der multiple actions, this chapter focuses mainly on design solutions. It also places special emphasis on GATHERING BACKGROUND INFORMATION those methodological tools that allow active partici- Generally, each community and/or school district pation by the school or university community, as the has general background information on the different case may be. sectors and populations that comprise it. These make it possible to preliminarily identify those places in One of the key points is to invite the school commu- which a certain problem of unsafety or school vio- nity and obtain its adherence to the project through lence appears to be associated with certain schools. its participation in the project’s various stages. For Once a problem area is identified, it is necessary to this purpose, an open assembly can be held, in which collect the information that already exists on the information is provided on the purpose of the project problem and on the community affected by it. and how it will be carried out. AVAILABLE INFORMATION ON PROBLEMS OF UN- The community is also invited to join the various SAFETY. groups that will be implemented, such as diagnostic The police and several municipalities have syste- workshops, focus groups, safety walk-throughs and mized information on problems of unsafety in the design workshops. The invitation to participate in the community’s schools, such as statistics or surveys. If project should be as broad as possible, taking into there is no relevant information to define the pro- special consideration the leaders of local community blem, then the various techniques described later and school organizations. and detailed in Part 3 of this module can be used to generate it. SAFE SCHOOL SPACES. Community Participation 4. Safe School Spaces B&N.indt 52 9/1/11 10:32 AM CHARACTERISTICS OF THE COMMUNITY • Characteristics of persons affected (age, gender, Having information on population features such as occupation, etc.). gender, age, occupation, number of students inhabi- • Characteristics of offenders. ting the problem space, and the history of the school community helps in understanding its operation and Description of the perception of fear its needs in terms of use of the space. • The school population’s level of fear, in terms of the number of people who frequently feel afraid. SCHOOL COMMUNITY’S RESOURCES • Description of users of a space who feal afraid and With the objective of understanding the community their reasons. contribution that the project management team can • Places in which students most often feel afraid and 53 count on, the following must be identified: institu- the reasons for this (ideally expressed in a map). tional resources (neighborhood committees, sports clubs, cultural groups, nongovernmental organiza- Description of school activities possibly associa- tions, schools, etc.), urban resources (green areas), ted with the problem skills (for example, persons specializing in construc- • What type of school activities are related to a tion), and economic resources existing in the school certain situation of unsafety? It is useful to describe context. how the place is used, including types of use and times when common spaces are used, types of users, DEFINITION OF THE PROBLEM OF SCHOOL hours when people leave and return to work, etc. UNSAFETY • What activities are inhibited by fear? Once the abovementioned general background in- • What types of school activities could be promoted? formation is collected, the problem of unsafety to be addressed is defined as concretely as possible. Analysis of the design of a school space and its An adequate description of the unsafety of a certain environmental features sector may consider all or some of the following • Are there features of the school design that contri- elements: bute to the location of problems of unsafety? What are they? Description of the crime problem • Are there features of the school design that contri- • The number of crimes committed in a certain period bute to inhibiting certain community activities? What of time, totals, and listed by type of crime. are they? • Where crimes or behaviors that create fear occur • What features of the school design could mitigate or are located, also by totals and by type of crime, the problem? inside the school and in its context. • What features of the school design would promote a • If possible, determine how these figures have varied change in the use of the space? over time: hours, days of the week, and periods when crimes occur (for example, weekdays versus wee- EVOLUTION OF THE DIAGNOSTIC kends). Informing the school community about the diagnostic • Description of the way in which the crimes are at workshops or assemblies is very important becau- committed. se, besides validating its content and conclusions, it 4. Safe School Spaces B&N.indt 53 9/1/11 10:32 AM fig. 27 makes it possible to establish the level of accuracy in during the walk-through. This makes it possible to its preparation. The results of the diagnostic, together obtain first-hand impressions and analyze the varia- with the community’s impressions, make it possible bles that affect the lack of safety felt by teachers and to formulate the project’s concrete objectives. During students, such as physical structures, personal attitu- the process of feedback, possible alternative solutions des, etc. can be presented and proposed. In-Depth Interviews Or Informal Conversations DIAGNOSTIC TOOLS These are conversations with key persons in the school community, through the use of a guideline, 54 The diagnostic tools described below may contempla- for the purpose of obtaining information on the te a greater or lesser degree of participation by the community’s perceptions of the problem that is being school community. Workshops, interviews, exploratory analyzed. safety walk-throughs, and focus groups are techni- ques that ensure a high degree of participation by the Focus Groups school community in the diagnostic. The focus-group technique provides a structured On-site observation, analysis of official statistics, and space for discussion that makes it possible to elicit preparation of safety maps are diagnostic tools that the opinion of a segment of the school community do not include community participation, but may be represented by selected participants. very useful as inputs for the school community to discuss and reflect on the problem. Surveys Of Fear And Victimization Unlike in-depth surveys or focus groups, which allow TOOLS FOR COMMUNITY CONSULTATION a qualitative analysis, surveys of victimization and fear allow the conduction of quantitative analyses. School Safety Diagnostic Workshops These workshops are structured spaces for meeting, These are characterized by the use of structured ques- discussion and reflection among citizens on issues tionnaires in which alternative answers are restricted such as citizen safety. By reaching consensus, the or are given and the interviewee chooses from among aim is to identify, describe and analyze problems and them. The use of these tools is more complex than define their possible causes. Likewise, the aim is also the previous ones and, depending on their scope, may to set priorities and analyze alternative solutions. require the participation of specialists. Exploratory Walk-Throughs Drawing Workshop The objective of this tool is to evaluate people’s sen- The Drawing Workshop technique is frequently used in se of safety in determined spaces and associated with Situational Prevention because it has the advantage specific physical variables such as lights, signs, visual of being a technique that uses drawing as a langua- and audio control, etc. It is conducted by means of an ge of communication; it can therefore be used with on-site walk through places to be evaluated together children or adults, even when they speak different with members of the school community and the use languages. of a questionnaire that participants should answer SAFE SCHOOL SPACES. Community Participation 4. Safe School Spaces B&N.indt 54 9/1/11 10:32 AM fig. 28 fig. 29 Drawing also expresses unconscious emotional con- feel they are ready, they should approach the teacher tent that also includes fear of urban and emotional and hand in the drawings. spaces associated with quality of life. 10. When more than half of the children have handed The following is a description of the steps to be taken in their drawings, begin to hang the drawings on the when conducting a drawing workshop, for example classroom walls, one next to another, preferably at inside a school: the children’s height. 1. It is suggested that there be a favorable envi- 11. When all the drawings are hung, invite the chil- ronment for children to concentrate, with soft bac- dren who made the drawings to come forward and ask 55 kground music (such as classical music) and a light them: snack and something to drink close at hand, so that they do not have to get up during the workshop a) What is most important in their drawing? (optional). b) What did they mean to express? 2. Ideally, the full activity should take no more than Write down the children’s answers on the attached 45 minutes. sheet. 3. Seat 2 to 4 children at each table. 12. Other questions to ask the group in general are: 4. Put the blank side of the paper on the table surfa- c) What common element do they see in all the ce. drawings? d) What element distinguishes them (what makes 5. Take crayons out of the box or case and put them them unique)? Note on the back. on the paper so that the available colors (at least six) are in view and in reach of the children. 13. It is vitally important that answers be given orally so that all of the children can hear what the others 6. Ask them to draw THE SCHOOL OF THEIR DREAMS. were thinking while they made their drawings. 7. While the children draw, it is important to give 14. It is suggested that the drawing workshop close them the necessary space to reflect among themselves with applause. without adult intervention. 15. Once the workshop has ended, remove the 8. At this time, it is recommended that the teacher drawings from the wall and attach the answer sheet conduct a parallel, non-disruptive activity that favors corresponding to each drawing, using a pin or clip. the working environment, such as reading, test co- rrection, etc. 16. Check that the children have written their na- mes, grade level, school, age and community on their 9. Once the children have made their drawings and drawings and that this information is also on the attached sheet. 4. Safe School Spaces B&N.indt 55 9/1/11 10:32 AM fig. 30 17. Collect all papers and store them in the box. assembly to view possible locations with respect to the teaching mock-up. Participatory Mock-Ups The Community Mock-up Assembly is a frequently Next, once the various possibilities have been analy- used technique in CPTED because it helps to clear zed in the mock-up and there has been an interactive up questions and obtain information in a diagnostic space in which members of the assembly can handle stage and to progress with guidelines for architectural the parts of the mock-up, the decisions should be or urban design in a space that encourages consensus stated in writing on a blackboard before the entire and prioritization of physical interventions. school community. 56 It is recommended that the Community Mock-up Once the community reads these decisions and ever- Assembly be used once an Exploratory Walk-through yone agrees, it is recommended that members sign it has been conducted and the Characterization Matrix on the board or in meeting minutes. of the neighborhood subject to intervention has been completed. This is extremely important because, based on this document, project decisions will then be made that For the assembly, it is first necessary to define the involve professional time and work costs, which must scale of intervention, whether in an educational esta- be determined in writing and agreed by the communi- blishment or a particular sector. ty attending the assembly. Based on the definition of this scale of work, it is Once this assembly has ended, the professional team suggested that the mobile mock-up be built with stu- should convert the design decisions into a draft archi- dy materials. In other words, a mock-up that can be tectural design that should also be presented to the easily handled by assembly members, either because school community. its volumes are not glued to the base or because they are modular and can be moved by participants. Assembly With Flipcharts The assembly with flipcharts is used in CPTED espe- Because this mock-up needs to be manipulated, it cially when the aim is to have the community preci- is suggested that no more than 30 people be invi- sely define the situational problem that needs to be ted to this assembly. It is important to ensure that resolved. these persons are representative of the entire school community. The most representative members of the school community are invited (20 to 30 people) and they are At the first session of the assembly, it is important given a list with issues for discussion. For example, to show in detail to participants how the mock-up when discussing the remodeling of an area or enclo- works, its parts and its form and mobility with respect sure, the issues can be listed as follows: location, to the base. For example, if an alternative roof for leisure areas, ceilings, rooms for various uses, map of a sports space is going to be discussed, it is recom- offenders, and clusters of bathrooms. mended that the roof be removed and shown to the SAFE SCHOOL SPACES. Community Participation 4. Safe School Spaces B&N.indt 56 9/1/11 10:32 AM For each of these issues, it is recommended that the OTHER TOOLS FOR THE DIAGNOSTIC facilitator place a flipchart sheet on the wall, write the name of the issue underlined and highlighted at Direct observation the beginning of the paragraph, and invite partici- Direct observation is aimed at detecting good and pants to brainstorm about each issue. poor practices of the design of the educational space and its environmental characteristics that may be It may happen that on some issues the community influencing the problem of unsafety in a determined will be in close agreement, while others will be open area. to discussion. In such cases, it is important to make room for discussion and once completed close it with The analysis is structured by means of guidelines that 57 agreements by the group. It is not helpful to jump direct the observer’s attention to particular elements from one issue to another if these are not closed. of the educational design. The design guidelines and questionnaires used in the safety walk-throughs are Once all issues have been reviewed, it is suggested tools that support direct observation. that the facilitation team remove the flipchart sheets from the walls and ask the community to sign each Statistics of the sheets. This represents a sort of record of the Various statistical series generated by public agencies agreements made. or by nongovernmental organizations can be used as inputs for the diagnostic. One of the main disad- vantages of these statistics is that they are mostly separated by communities but not by neighborhoods or sectors. This hinders their use for diagnostics of safety and educational design. Maps of unsafe areas One method of analyzing crime is to pinpoint cri- minal acts on maps. Although the preparation of computational maps is a complex technique, at local scale it is possible to use non-computational maps as a means of channeling discussions by the school community on the problem of unsafety that affects the place. 4. Safe School Spaces B&N.indt 57 9/1/11 10:32 AM 3.3 3.4 OUTCOMES AND RECOMMENDATIONS COMPREHENSIVE SCHOOL SAFETY PLAN Experience indicates that a design that considers the The key objective in designing a plan of this nature is resident to be an environmental expert in all phases to include the community in achieving school safety, of a project will be successful. CPTED is a pioneering allowing the following specific objectives to be met: methodology for reducing the perception of fear and opportunity crimes by including the local community To build a participatory school community in the diagnostic, design and implementation. This A substantial part of the school culture is expres- 58 methodology encourages the creation of social capi- sed in the types of relationships among educational tal, because the process of co-production of educatio- stakeholders; the way to address situations of con- nal spaces requires strengthening the bonds of trust flict, misdemeanors and punishment; the greater or of the various members of the school community. lesser ability of students, guardians and members of the educational community to express themselves; the opening of school or university spaces for activities proposed by students; the acceptance or rejection that students, parents or teachers receive for their proposals or concerns, among other levels of the daily life of school that give rise to what is known as school coexistence. To strengthen the improvement of quality in learning and the formation of citizenship among students Because “experience allows us to affirm the relation- ship existing between the quality of coexistence and the quality of learning. Thus, the major objective of achieving a good quality of coexistence will signi- ficantly affect the quality of students’ personal and shared life, and will be a factor of key importance in the formation of citizenship and will favor oppor- tunities for cognitive learning, thereby improving achievements and outcomes.� (Plan de Trabajo de la Convivencia Escolar [Work Plan for School Coexisten- ce] - MINEDUC) To strengthen mutual trust The participation, commitment and pooled efforts of each and every educational stakeholder with regard to SAFE SCHOOL SPACES. Community Participation 4. Safe School Spaces B&N.indt 58 9/1/11 10:32 AM actions defined in the plan is only possible if there is is established, it is validated with the participation of an underlying relationship of mutual trust, respecting the school community. the experience and duties of each other’s roles. In this regard, the legitimacy that a project of this Execution nature achieves in the community is much greater the project is constructed, again requiring the partici- if it stems from a truly participatory process that pation of relevant stakeholders of the school commu- has made it possible to generate learning and com- nity. mitment by those involved. Evaluation Learning to live with others, respecting mutual a qualitative evaluation of the area intervened and of 59 differences its impact on the school community’s perception of This working space can serve as a valuable oppor- safety is conducted. tunity for the educational community to look at the style of the relationships that have been built and Recommendations to evaluate whether it favors the creation of favora- for the proper development of the stages of a com- ble spaces for learning, or instead is an obstacle for prehensive school safety plan, schools or educational achieving the quality objective. Learning to live with establishments should form a permanent “School others in a climate of respect for differences depends Council,� that is, a management team that involves on the quality of school coexistence that the commu- the participation of the school’s principal, the teacher nity has built. coordinator, a teacher representative, a parent repre- sentative and a student representative. Stages of a plan A comprehensive plan requires the following stages: In addition, it is proposed that a “School Coexistence Regulation� be prepared and that it be agreed upon Diagnostic by the School Council and informed to the entire a diagnostic of the area vulnerable to crime and school community. This instrument will be an essen- subject to intervention in the context of the school tial tool for the design, execution and evaluation of space. Direct observation methodologies are used, any school safety strategy or plan. along with environmental safety walk-throughs and a workshop of methodologies using drawings, in which Finally, it is proposed that a project bank be gene- the the school community participates. rated, called “Plans for physical and social improve- ments,� that will enable comprehensive intervention Design of the plan in the educational space. formulation of a comprehensive solution to the requirements of the educational space, based on the maximization of impact for purposes of resource allo- cation. A CPTED strategy is designed jointly with local stakeholders, i.e., with the administration or suppor- ters and with the school community. Once the design 4. Safe School Spaces B&N.indt 59 9/1/11 10:32 AM .4 Evaluation 4.1 but on whether the intervention effectively improves INTRODUCTION the safety conditions of the school community. 60 The evaluation of the intervention in the educational 4.2 space using the crime prevention through environ- TOOLS FOR EVALUATION AND ANALISIS mental design methodology can be conducted at three levels: FOR SCHOOL DISTRICTS a. EVALUATION OF THE PROCESS The survey of schools should take no longer than 30 The evaluation of the process should be considered minutes and have no more than 24 questions, so that during the conduction of the entire project, not only the persons surveyed can complete it correctly. The after it is completed. The evaluation should preferably evaluation tool should begin with a general intro- include the opinion of the school community, and it ductory statement and be divided into three subject is worthwhile to know whether the effort was adequa- areas: tely administered and executed. First section, Part 1: Background and context, b. EVALUATION OF OUTCOMES basic demographic information, focusing on the The evaluation of outcomes confirms whether the interviewee’s familiarity with safety principles of the planned changes in school space’s design were made, school design. In addition, Part 1 should indicate the in terms of quantity and quality. For example, it degree to which safety principles and school design states the number of lights installed, the formation of guidelines were perceived after having been incor- recreational spaces and their relationship with enclo- porated in school design, as well as the perceived sures aimed at education, plants, and the number of effectiveness of these design principles. games installed. Second section, Part 2: The criminal activity and the c. EVALUATION OF IMPACT school design determine specific places and locations The impact that the modification of the educational where crimes occur, as well as the specific period of space’s design had on the initial problem of unsafety the day when these frequently occur. is evaluated. Thus, it is possible to observe the evo- lution of impact indicators defined in the decision- Final section, Part 3: Propose suggestions on the making phase. Here, meeting the objective does not school design and present concerns about the ad- depend on the level of execution of the work per se, ministrative policy of the establishment and/or its supporters. SAFE SCHOOL SPACES. Evaluation 4. Safe School Spaces B&N.indt 60 9/1/11 10:32 AM FOR UNIVERSITY DISTRICTS FOR SUPPORTERS OF EDUCATIONAL ENCLOSURES 61 Similar to the above, the evaluation tool was divided These basically have the same structure. Through the into three sections: evaluation tool, the questions can also be aimed at evaluating administrative trends and the effectiveness Part 1: Background and context, basic demographic of administrative policy, as well as the supporter’s information collected from interviewees. Part 1 should considerations on his or her own evaluation; this is begin by focusing on the interviewee’s familiarity a key component of the safety design of the school with the safety principles of the university design. and/or university. In addition, Part 1 aims to discover the degree to FOR ARCHITECTS AND DESIGNERS which the safety principles of the design of educatio- nal spaces have been incorporated in the university First section, Part 1: Background and context, basic design and the perception of their effectiveness. Part demographic information collected from interviewees. 1 also categorizes criminal activities, describing and cataloguing them by their occurrence throughout the It is also focused on the interviewee’s experience and educational system. This provides comparative crime familiarity with the safety design of the school and data on the activity, even though universities are with crime prevention through environmental design considerably different from schools in many aspects. (CPTED). Part 2: The criminal activity and the school design Second section, Part 2: The criminal activity and the determine the specific places and locations of crimes, school design determine the perceived usefulness of as well as the specific period of the day when these safe school design principles. frequently occur. Final section, Part 3: Suggestions on the design and Part 3: Suggestions on design and on the policy to on the design policy, and concerns. be followed, university design and concerns about the effectiveness of the university administrator’s policy. 4. Safe School Spaces B&N.indt 61 9/1/11 10:32 AM EVALUATION EXAMPLE VIOLENCE AND CRIME PROBLEMS As an example, a case in Colombia will be described, The key problems of violence reported by the school specifically that of the Institución Educativa Concejo community are: Municipal located in La Ceja, in terms of the compre- hensive intervention using the CPTED strategy. - Aggression among students. - Possible point for the sale and purchase of drugs. CONTEXT - Consumption of drugs and alcoholic beverages. - Carrying of weapons inside and outside the school. 62 This institution is relatively small: it has approxima- tely 680 students and 19 teachers. The school team These problems were “spatialized� by the management shows interest in and willingness to conduct project team, yielding the following map: activities and execution. From a physical standpoint, this institution is re- cognized as a consolidated, homogeneous unit in a roomy space surrounded by green areas. This percep- tion is aided by the same furniture and a homogeneus volume throughout the enclosure. This condition of solid and homogeneus volume has strengths and weaknesses. In terms of strengths, it 1. Aggression among students (in blue) makes it possible to reinforce the unique identity of 2. Possible point for the sale and purchase drugs (in the educational establishment, which in turn can be purple) territorially reinforced by means of small details that 3. Consumption of drugs and alcoholic beverages (in increase the unity of the whole. red) 4. Carrying of weapons inside and outside the school In terms of weaknesses, the presence of so many (in black) walls makes it easy for someone to hide and blocks natural surveillance in spaces where windows are too small or too high for the user’s line of sight. As shown on the map, the problems of violence have a spatial logic because they are spread unevenly throughout the school enclosure. Aggression among students is associated with the athletic field area, the building’s perimeter, a specific part of the school, and an undefined space within school grounds. The possible point for the sale and purchase of drugs is associated with exterior spaces for pedestrian SAFE SCHOOL SPACES. Evaluation 4. Safe School Spaces B&N.indt 62 9/1/11 10:32 AM flows, and entrances and exits both from the athletic The multiple classroom and two classrooms field and the school. This decision has a cost-benefit built above it, completely closed, obstruct natural logic and the possibility of intercepting buyers and surveillance of the back of the students’ leisure area, escaping easily. where aggression, the possible sale and purchase of drugs, and alcohol consumption occur among them. Drugs and alcoholic beverages are consumed in open areas that probably have limited natural surveillance The institution is demarcated by a metal inside the school enclosure and its immediate con- fence that is close to points of drug consumption and text. sale. 63 Weapons are carried on the building’s perimeter. In Physical education classes are held outside those places, it is necessary to increase natural sur- the institution. Point for the purchase and consump- veillance and measures to control the belongings of tion of drugs. the various members of the school community. Place with limited lighting; natural surveillan- This first map (map 1), is what is called a baseline ce cannot be installed. from the standpoint of the evaluation of a CPTED strategy. This spatialized information shows what the phenomenon is and the space where it is occurring. The following is a second map (map 2) by the Institu- ción Educativa Concejo Municipal management team. This second map links detected problems of violence with environmental features of the school enclosure. The spatial role of the classroom is highlighted; it could effectively increase the potential for natu- ral surveillance due to its strategic position on the grounds and in relation to the spatial location of violence problems such as aggression among students, possible point for the sale and purchase of drugs, and consumption of drugs and alcohol. Increasing this po- tential would perhaps mean building windows where they do not exist or providing lighting to strategic places in this enclosure. The existence of a metal fence to define the institution’s perimeter is described. The fence is After strategies to prevent violence and crime in the perceived as a fragile boundary to protect safety school enclosure are designed and implemented, this inside the school, and is easy to break through it for map should be modified. the sale and consumption of drugs. The map shows 4. Safe School Spaces B&N.indt 63 9/1/11 10:32 AM that this point is associated with the fence. In this With regard to their proposals, those dealing with the regard, there are various strategies for reinforcing this multiple class room are very important in light of the point, associated with increasing natural surveillance information stemming from the diagnostic. If natural (targeted lighting, installing benches where people surveillance can be increased in the other classrooms, can sit, placing school information that attracts more this is also relevant. natural surveillance, etc). If it is possible to install tables and benches to Physical education classes are held outside the activate natural surveillance in strategic areas, it school; therefore, creative strategies need to be is suggested that this be done using participatory 64 reinforced in order to permanently keep an “eye on design to therefore encourage their use by interested the park� by clearing vegetation, lighting, scheduling students and avoid future neglect. activities, and teachers who take turns conducting surveillance. The Sport Field would be a major contribution to improving the use of more vulnerable areas and it is It depends on the school community’s management therefore essential to decide where to locate it and team whether to present the information in two sepa- how to spatially and socially connect it with the exis- rate maps or summarize it in one. What the informa- ting institution. tion in a baseline map of a CPTED strategy should not overlook is the spatial location of crime and violence, The library expansion is very important; it would preferably in a highly detailed map that shows the be necessary to reconcile the physical possibility of school’s exterior context as well its architectural natural surveillance (transparency) with the ability of facilities. students to concentrate on reading. CPTED SOLUTIONS Based on its own diagnostic, the management team SOLUTIONS CARRIED OUT proposed the following solutions: 3.1. In the multiple classroom and other rooms, pro- In the initial phase, the school conducted the fo- vide large windows to promote natural surveillance in llowing interventions: the institution. SUBPROJECTS Describe what will be done 3.2. Install several tables and benches (for multiple under the subproject games) in the student’s leisure area to entertain them and to spend their free time, thus avoiding aggression Marching band Formation of groups and rough play. 3.3. Building a Sport Field inside the institution, to Theater Group Group awareness keep students from leaving during the school day. Dance Group Obtaining an instructor 3.4. Expansion of the school library, providing a Guitar Group Obtaining implements reading room that students can use during leisure periods. SAFE SCHOOL SPACES. Evaluation 4. Safe School Spaces B&N.indt 64 9/1/11 10:33 AM These social interventions are expressed in the envi- llowing an initial intervention. In this case, this ronment. second baseline should help to pinpoint those points where crime and violence persist. Once these interventions are conducted, and if physi- cal interventions such as those mentioned previously The following map may also emerge: are added, the mapping of crime and violence inci- dents should be repeated, using the same survey with the same audience in order to establish whether there are any variations. 65 EVALUATION If the strategy is successful, it should be represented in the following map: This map shows a “displacement� of violence and crime, not necessarily a reduction. In light of this evaluation, it is very important to refocus the strate- gy that is being used. This is an example of a CPTED evaluation based on mapping. Baselines can also be established and re- peated based on exploratory walk-throughs and other tools described in the annexes to this manual. As shown, there is no crime or action associated with violence. This outcome is generally difficult to achie- ve immediately. Therefore, it is more likely that this type of map will be obtained. This map shows fewer locations where violence and crime take place. This is more likely to occur fo- 4. Safe School Spaces B&N.indt 65 9/1/11 10:33 AM .5 Annexes ANNEX A EXPLORATORY WALK-THROUGHS Exploratory Walk-throughs are conducted by walking pant is asked if he or she has had any bad experien- through the educational space, which is evaluated by ces in the place that will be visited and what changes 66 means of a checklist that seeks to elicit the school he or she would like to see in that place. community’s feelings of unsafey. At the same time, it seeks to facilitate the proposal of viable solutions to The walk-through (half hour) is conducted, according improve the design of the educational space, in terms to the initial guidelines already established; giving of decreasing people’s fear. participants time to answer the questions. The faci- litator should encourage conversation among parti- 1. INVITATION cipants, since the experience or observations of one Exploratory walk-throughs are conducted by teams participant can make another remember something of five to ten. A larger number of people can hinder important. the systemization of information. Consideration may be given to the possibility of linking more than one At the conclusion of the activity, it is important to walk-through group, especially if the space to be co- leave some time for discussion of the participants’ vered is large, as in the case of a university campus. overall impressions (approximately half an hour). 2. DEFINITION OF THE AREA 4. ORGANIZATION OF OUTCOMES Before beginning a walk-through, it is necessary to One way to organize outcomes is to group the infor- delimit the size of the area to be covered. This may mation obtained (both from the checklist and from correspond to the entire educational enclosure or only participants’ comments) on a particular factor, such one sector, a school’s surrounding areas, etc. as lighting or maintenance. It is also possible to group the information according to a certain space, 3. CONDUCTION OF THE WALK-THROUGH such as bathrooms or traffic. Another way of organi- Participants should be introduced (half hour), with a zing the information is to graph it on a map. presentation by the facilitator and an explanation of the objectives and the type of work to be conducted. The following is a proposed checklist to be used in exploratory safety walk-throughs. A questionnaire is given to each participant, with a brief explanation of the factors to be evaluated and the types of answers that may be given (see checklist later in this annex). Each school community partici- SAFE SCHOOL SPACES. Annexes 4. Safe School Spaces B&N.indt 66 9/1/11 10:33 AM CHECKLIST – EXPLORATORY WALK-THROUGH 2. LOCATION This list contains suggested questions. a. Describe the neighborhood adjacent to the school Questions may be added or removed, as considered .......................................................................... appropriate. .......................................................................... Location ............................................................. b. How is the route between home and school? Specific sector ..................................................... .......................................................................... .......................................................................... .......................................................................... 67 Day .................................................................... Day of the week ................................................... c. How is the lighting along the path of the walk- Hour ................................................................... through? Team .................................................................. ... very poor .......................................................................... ... poor .......................................................................... ... good Purpose of Exploratory Walk through ... very good .......................................................................... ... satisfactory .......................................................................... .......................................................................... d. Is is easy to recognize the school’s location? .......................................................................... yes no .......................................................................... e. Is it easy to recognize the school’s boundaries? 1. OVERALL IMPRESSIONS yes no a. Describe your spontaneous reaction about the 3. LIGHTING AND SIGNAGE place .......................................................................... a. How is the lighting in the access(es) to the school? .......................................................................... ... very poor ... poor b. Five words that describe the place ... good .......................................................................... ... very good .......................................................................... ... satisfactory b. Is lighting even throughout the school? yes no 4. Safe School Spaces B&N.indt 67 9/1/11 10:33 AM c. Are lights turned off? c. Are there places where someone could hide? yes no yes no d. How is the lighting in general? d. What are they? ... very poor .......................................................................... ... poor .......................................................................... ... good ... very good e. Are lights turned off? ... satisfactory yes no 68 e. Is there any identifying sign, poster or notice in 5. TRAPS the place? yes no a. Are there any unused rooms that should be closed? yes no f. Are there escape signs or indications about where to obtain emergency aid if needed? b. Are there other potentially dangerous places? yes no ... stairs ... hallways g. What is your overall impression of the quality of ... secondary accesses ... others existing signage? ... very poor c. Are there small, confined places where someone ... poor could hide? ... good yes no ... very good ... satisfactory d. What are they? (interior/exterior) .......................................................................... 4. VISUAL FIELDS .......................................................................... a. Can you clearly see what is happening up ahead? 6. USE OF THE EDUCATIONAL SPACE yes no a. Does the school enclosure look cared for? b. If not, the reasons are: yes no ... blind corners ... pillars b. Does the school enclosure look neglected? ... walls yes no ... shrubs or vegetation ... others SAFE SCHOOL SPACES. Annexes 4. Safe School Spaces B&N.indt 68 9/1/11 10:33 AM c. What gives this impression? d. Do public areas have clear visual fields? .......................................................................... yes no .......................................................................... e. Is the place pleasant? d. Is there graffiti on the walls? yes no yes no f. Comments: e. Are there signs of vandalism? .......................................................................... yes no .......................................................................... 69 .......................................................................... f. How is the maintenance of the school enclosure? .......................................................................... ... very poor .......................................................................... ... poor .......................................................................... ... good .......................................................................... ... very good .......................................................................... ... satisfactory b. Do you have any specific recommendations? e. Do you see any trash? .......................................................................... yes no .......................................................................... .......................................................................... 7. DESIGN OF THE EDUCATIONAL SPACE .......................................................................... .......................................................................... a. What is your overall impression of the design? .......................................................................... ... very poor .......................................................................... ... poor .......................................................................... ... good .......................................................................... ... very good .......................................................................... ... satisfactory b. If you were not familiar with the place, would it be easy for you to find it? yes no c. Is the access visible and well defined? yes no 4. Safe School Spaces B&N.indt 69 9/1/11 10:33 AM ANNEX B GUIDELINES FOR QUESTIONS IN-DEPTH INTERVIEWS 1. OVERALL ASSESSMENT OF SCHOOL SAFETY This technique helps to conduct the initial as- • In general, do you think the neighborhood where sessments, both of the characteristics or definition of the school is located is safe or unsafe? Why? the problem, and of the association between it and • In general, do you think safety in the sector is im- the design of the architectural space and its environ- proving or worsening? Why? How did you come to this mental features. Likewise, it helps to define the most conclusion? How is it noticeable? 70 appropriate diagnostic methods and to delimit and • Identification of problem areas: What safety-related formulate questions for a possible survey. problems did you observe in the school enclosure? • What do you think will have to happen for it to It is advisable to interview the largest possible varie- improve? How will you know that safety in the school ty of persons representative of the school community space is better? in terms of their impressions about the problem or • In comparison with other problems that the school about the project that is to be implemented. may have, how important is safety for the school community? The following is an example of guidelines for per- sonal interviews, aimed at learning about a school 2. ASSESSMENT OF THE PROPOSAL community’s safety concerns and how a possible intervention in the school space will be received, in • Do you think that the proposal could help improve accordance with the perception of community leaders. safety in the school space? Why? If not, what should be done? • How do you think this proposal will be received by the school community? What do you think? Do you think it will work? Why yes or no? • How willing do you think the school community will be to collaborate in formulating or maintaining the proposal? How do you think cooperation can be achieved? • What other person do you think should be asked for his or her opinion? SAFE SCHOOL SPACES. Annexes 4. Safe School Spaces B&N.indt 70 9/1/11 10:33 AM ANNEX C MATRIX OF THE DIAGNOSTIC OF SAFE SCHOOL SPACES The following is an example of information used as an input for a matrix of the diagnostic and design of safe school spaces interventions. 1. Write down school data: 71 a. Name of School: Profesor Guillermo González b. Location: Comuna Estación Central. Santiago. Chile c. Number of students: 2,500 students d. Names of Strategy Management team: Claudia Donoso, Carlos Gutiérrez, Paulina Castillo, Valeska Naranjo e. Name of CPTED strategy counterpart person: Claudia Donoso 3. 56·3·218 26 77 Identifty the existing citizen safety problems, empha- c.donoso@vtr.net sizing the most recent ones and making a list to prioritize them. 2. Draw a map of the school, indicating where the north 1. Violence among students (in green) side is (architectural blueprints can also be scan- 2. Thefts from students inside the school (in red) ned and included, supported by photographs of the 3. Sexual abuse (in blue) exterior and interior façades). This example shows the 4. Drug sales (in orange) roof layout but a layout of interior enclosures is also 5. Alcohol and drug consumption (in brown) recommended. 6. Theft of school infirmary (in purple) 4. Safe School Spaces B&N.indt 71 9/1/11 10:33 AM 4. 5. Identify and mark problem areas on the map Analyze the map’s critical spaces according to CPTED (pinpoint and map the problems). It is recommended principles and describe the following observations, that the color legend be placed on the side the map. supported by photographs. This exercise can be accompanied by an exploratory walk-through. 3. Northwest Corner 72 1. Southwest Corner 2. Main Entrance 1. Violence among students (in green) 2. Thefts from students inside the school (in red) 3. Sexual abuse (in blue) 4. Drug sales (in orange) 5. Consumption of alcohol and drugs (in brown) 6. Theft of school infirmary (in purple) SAFE SCHOOL SPACES. Annexes 4. Safe School Spaces B&N.indt 72 9/1/11 10:33 AM 6. Propose alternative solutions, using CPTED princi- ples as a basis. 1. Southwest Corner It is proposed that a leisure area be reactivated adja- cent to this corner, with the theme of a storytelling garden that encourages natural surveillance of this space. Seating that is currently underused should be 1. Southwest Corner moved here. 73 This corner is defined by fences that allow the sale of drugs inside the school. 2. Main Entrance It is proposed that a space be provided for parents to sit while waiting for their children. This will be sup- ported by the placement of a kiosk that will activate the use of this space. 3. Northwest Corner It is proposed that the opaque door be replaced with a transparent one and that traffic through this part of 2. Main Entrance the school be activated so that it no longer harbors The main entrance has natural surveillance danger; urban furniture should installed and marked and lighting but there is not enough space territorially with children’s drawings. to install natural surveillance elements. 3. Northwest Corner This space is isolated; there is no natural surveillance or activities that encourage natural surveillance. 4. Safe School Spaces B&N.indt 73 9/1/11 10:33 AM .6 Bibliography DOCUMENTS Manual de Espacios Urbanos Seguros. 2003. 74 • A Checklist for Safe Schools. Educational Leadership • National Crime Prevention Council (NCPC). Desig- 57:6 Pág. 72-74. Marzo 2000. ning safer communities: A crime prevention through environmental design handbook. Washington D.C., • Brantingham, P. Environmental Criminology: from Estados Unidos: Nacional Crime Prevention Council Theory to Urban Planning Practice. Estudios de pre- (NCPC), 1997. vención del crimen, 1998. • National Crime Prevention Council, Safer Schools • Crawford, A. Crime Prevention and Community and Communities by Design: The CPTED Approach. Safety: Politics, Policies & Practices. Longman Crimi- Atlanta, Georgia, 2002. nology, 1989. • Newman, Oscar. Defendible Space. Londres, 1972. • Florida Department of Education. Florida Safe School. Tallahassee, U.S.A. 2003 • Ramsay, M. City - centre crime: The scope for situa- tional prevention. Londres, 1982. • Hillier, B. Space is the Machine. Cambridge, 1974. • Reaborne, M. Primary School Design, Rutledge & • Jacobs, Jane. Death and Life of Great American Kegan Paul, Ltd.: Londres, 1971. Cities. Vintage Books, 1962. • Whitzman, Carolyn and Wekerle, Gerda. Toronto • Jeffery, C. R. Crime Prevention Through Environmen- safer city guidelines. Toronto, Canadá: Healthy City tal Design. Sage Publications, 1977. Office, 1997. • Kruger, Tinus; Karina Landman, and Susan Lieber- mann. Designing safer places: A manual for crime prevention through planning and design. Pretoria, South Africa: South Africa Police Service and the CSIR, 2001. • Ministerio de Vivienda y Urbanismo - Ministerio del Interior - Fundación Paz Ciudadana - CPTED Chile. SAFE SCHOOL SPACES. Bibliography 4. Safe School Spaces B&N.indt 74 9/1/11 10:33 AM INTERNET SOURCES USEFUL CONTACTS 75 • United States Conference of Mayors (USCM): • World Bank: Grupo temático de la prevención de la www.usmayors.org violence y el crimen en Latino América: http://in- • Florida CPTED Network: web18.worldbank.org/lac/lac.nsf/ www.flcpted.net • Secured by design: • Comisión Económica para América Latina y el Cari- www.securedbydesign.com be, CEPAL: http://www.eclac.cl • Instituto australiano de criminología: www.aic.gov.au • Banco Interamericano de Desarrollo, BID: • Corporación CPTED Región: http://www.iadb.org/topics/indexs. www.cpted.cl/www.cpted-region.org cfm?language=Spanish • Territorio Capital de Australia: www.act.gov.au • Organización de las Naciones Unidas para la Educa- • ICA (International CPTED Association): ción, la Ciencia y la Cultura. UNESCO: www.cpted.net • Designing Out Crime Association (DOCA): http://portal.unesco.org/es/ www.doca.org.uk • Instituto Latinoamericano de Naciones Unidas para • E-DOCA: la Prevención del Delito y el Tratamiento del Delin- www.e-doca.net cuente: http://www.ilanud.or.cr • Fundación Paz Ciudadana: www.pazciudadana.cl • Fondo de las Naciones Unidas para la Infancia • Centro Internacional para la Prevención de la Crimi- (UNICEF). Chile: www.unicef.cl nalidad: www.crime-prevention-intl.org • Centro Reina Sofía para el estudio de la Violencia: • Depto. de Urbanismo y Ordenación del Territorio http://www.gva.es/violence/ U.P.M: www.habitat.aq.upm.es 4. Safe School Spaces B&N.indt 75 9/1/11 10:33 AM