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DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD

DEVELOPMENT

TRAINING MODULECRIME PREVENTION THROUGH

ENVIRONMENTAL DESIGN (CPTED): Module One: Background

note: all material copyright 2006 Symplan/ Liveable Cities: do not reproduce without permission

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SOURCES OF INFORMATION

Desktop review of best practice. Interviews with principals (2

secondary, 1 primary). Tours of schools with crime

problems (2 secondary, 1 primary). Interview with Stephen Nangle, Co-

ordinator Quality and Standards, DEECD

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WHAT IS CRIME?

Dealing with 2 types of crime Actual

Against Persons (assaults, harassment) Against Property (Vandalism, Theft)

Perceived Fear of crime and violence

We should focus on the what, who, where, when and how of crime

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WHAT IS PERCEIVED CRIME?

“Wide range of emotional and practical responses to crime and disorder made by individuals and communities”

“Impact on people’s concerns about crime on everyday social life”

Rachel Pain “Gender, Race, Age and Fear in the City”, Urban Studies, Vol. 38, Nos 5-6, 899-913; 2001

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IMPACT OF PERCEIVED CRIME

Avoidance of places and spaces. This makes them more susceptible to crimes due to abandonment.

May lead to preventative measures such as barbed wire or surveillance cameras which heightens fear of crime.

Has psychological and emotional effects on individuals, particularly children.

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DEFINITION OF VIOLENCE

(WHO, from “World Report on Violence and Health” 2002)

“The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation.”

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TYPES OF ACTUAL CRIME

Incivilities or minor crimes: vandalism and property damage graffiti harassment, etc.

Major property crimes break-ins theft

Personal or violent crimes Robbery assault, sexual assault homicide

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WHO ARE OFFENDERS?

Parents Students and ex-students ‘Strangers’ Other staff Offenders often don’t look

like bad guys!

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WHO AND WHAT IS AFFECTED?

Against the person: Staff Students Parents Other users of schools

Against property: School buildings School property School grounds

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WHEN AND HOW?

When: during school hours After hours

How: Could be single or multiple offender

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IMPACT OF CRIME

Human cost Fear and Intimidation Stress Bad reputation for school

Financial cost Replacement of windows / infrastructure Work Cover claims and premiums Possible liability

Environmental cost Poor image

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HOW ARE CRIME AND VIOLENCE ADDRESSED? (1)

1. Respond through treatment: Punishment of perpetrator Counseling of victim Property Maintenance:

Repair/replacement of stolen or damaged property.

Removal of graffiti Deal with specific risk factors to

prevent recurrence Redesign Education

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HOW ARE CRIME AND VIOLENCE ADDRESSED? (2)

2. Prevention:Address crimes at their source before

they occur through: CPTED/ Safer design (our focus) Monitoring and addressing of risk

factors (tensions between students, violence in homes)

Education (e.g. bullying, racism, homophobia, code of conduct)

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CRIME PREVENTION

The line between victims and offenders is sometimes hazy (eg., fight between students on school grounds)

Crimes can often be de-escalated or avoided

Prevention can’t stop ALL crimes; at best, minimize opportunities for successful damage and maximize opportunities for successful evasion or defence

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THEORY OF CRIME PREVENTION

2 categories of crime prevention: Social prevention:

Understand social reason why crime is occurring – deal with root causes

Opportunity reduction: Prevent it happening by designing it out Prevent it happening at hot spots through

increased police presence, surveillance

Usually used in combination

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CRIME IN SCHOOLS STATISTICS

Information gathered from: Emergency management section of

DEECD Interviews with school principals

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Information from DEECDNature and extent of crimes in schools (in

order of severity): 1. Vandalism - Intentional malicious

damage of school property Graffiti Broken windows Donuts in car parks and ovals Broken/damaged fences Abuse of motor vehicles Motor bikes racing in circuits on school

property 2. Break ins

Theft of computer equipment

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Information from DEECD cont…

3. Trespass – presence of people on school with intent to commit crimes presence of people who have no legitimate

reason to be on school’s property as opposed to people passing through, walking dogs

tends to be young adults results in spontaneous criminal acts when

people view computer and other electrical equipment

of greatest concern in primary schools 4. Arson

small acts of arson cause major damage

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Information from school principals

Questions asked of principals:1. What sorts of crimes are you having to

address?2. Do the crimes tend to occur from

within the school community or are they committed by outsiders?

3. Is there a pattern to them?4. Why do you think these crimes are

happening?5. Do you have any suggestions as to

how to address these crimes?

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1. TYPES OF CRIMES Substance abuse:

Smoking Drugs

Break ins and thefts Computers, electrical equipment, DVD, bikes Canteen food

Vandalism: Broken windows Graffiti Broken playground equipment Burn outs

Assaults: By a parent against staff Against students owing to a vendetta

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2. WHO COMMITS THE CRIMES?

Ex students who have a vendetta. Both students (current and ex) and

the outside community.

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3. PATTERNS OF CRIME

Weekends. School holidays. Usually in the hot weather when the

kids can’t sleep. Vandalism occurs where people

can’t see it happening. Windows that face the car park are

broken. Portables are hit a lot.

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4. WHY DOES CRIME OCCUR?

Schools are often easy to get into. Schools are used as thoroughfares. Schools have up to date equipment. Often multiple entry points to

schools. Not enough lighting or security

cameras. Often schools back onto houses.

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5. COMMENTS

We don’t want to create prisons as this would send the wrong message.

Schools must remain a community resource.

Why are our children being so destructive?

Schools aren’t encouraging to children, they are not attractive or exciting.

The kids come quite well equipped so much of the crime is not opportunistic.

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5. COMMENTS (CTD)

The school environment is sending the message that society doesn’t value them.

Children do not feel challenged by an unattractive environment.

Schools don’t feel supported by the police.

We would hate fences as it would feel like a jail and the kids would cut the fences anyway.

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5. COMMENTS (CTD)

If you can keep it looking good it changes the way kids feel about the place and tells them that you care.

The more you have people using the place for the right purpose, the better.

The kids love the cameras, now, as they make them feel safer.

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6. SUGGESTIONS

Windows: Plastic instead of glass. Install grills or break resistant film on

windows. Tint the glass as crime is opportunistic. Bolt windows down. Screen windows with shutters, curtains. Place windows high up/use small

windows.

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6. SUGGESTIONS

Surveillance: Cameras. Sensor lights. Alarms. Remove alcoves, nooks and crannies. Provide for security during design of

building.

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6. SUGGESTIONS CTD

Maintenance: Remove graffiti and replace windows

quickly. Remove missiles (rocks) Repaint trouble spots in colours.

Uses: Have a mix of uses over the weekend.

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6. SUGGESTIONS CTD

General design: Provide for bike racks. Place locker rooms outside the

classrooms. Make sure there are enough locker

rooms and that they are big enough. Avoid stairs and internal corridors as

they are where bullying takes place.

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6. SUGGESTIONS CTD

Perimeter treatment: Block off paths with gates Have as few entrances as possible. Allow people to move through but keep

them at a distance from the school buildings.

Signage: Prohibiting signage doesn’t work.

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DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD

DEVELOPMENT

TRAINING MODULECRIME PREVENTION THROUGH

ENVIRONMENTAL DESIGNModule Two - CPTED: Safer Design

note: all material copyright 2006 Symplan/ Liveable Cities: do not reproduce without permission

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What we cover

1. Principles of safer design2. Elements of safer school design3. The process of creating safer and more

inclusive schools (photo: Dutch ‘window school’)

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What we cover (cont…)

Will cover: Both exterior and interior of school

property Both directly controlled by Planning Act

and ‘suggestions’ Both design and social issues Primary and Secondary schools

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5 Principles for Safer Design (DSE guidelines)

1. Visibility and Natural surveillance2. Good connections and access3. Maximizing activity in public

space4. Clearly defined public/private

ownership5. Management of public space for

attractiveness, legibility, and use, including evaluation

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1. Visibility and Natural Surveillance

Common crime element: assumption by the offender that they won’t be seen or reported Crimes often occur off main pathways

in low visibility areas

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Who provides surveillance?

Formal surveillance from police (and private security)

Far more important is ‘informal surveillance’ from users and neighbours (students, teachers, admin staff, people living in community, nearby stores, passers-by)… ‘eyes on the street’

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Eyes on the school: good

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Eyes on the School: Not so good

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Windows are a great form of natural surveillance (and light!)

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Windows: problematic

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Provide light for areas intended to be used after dark (secure lights)

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Don’t light areas not intended to be used after dark!

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CCTV – a valuable tool

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2. Safe Movement, Good Connection and Access: Why?

Important that everyone (including people with temporary or permanent mobility disabilities) be able to know their way around

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Connection and access: good

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Connections and Access: not so good

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Front entrance: not so good

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3. Maximizing Activity: Why?

As previously stated, offenders like places they know aren’t being used

Maximizing activity increases informal surveillance, reduces hours public spaces are spent ‘empty’ and increases sense of ownership from community

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Maximizing activities: good (photos:schoolyards.org)

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4. Ownership: Why?

Perhaps the most important element for safer schools is a strong sense as you enter the property that you are entering a place with rules and ‘ownership’

Don’t want US-style entrance with on-site security and metal detectors

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Sense of ownership as design

Simplified sometimes into a maintenance issue (e.g. ‘broken windows’), but refers wholly to reinforcing, through design, that the property ‘belongs’ to staff, school, and other legitimate users

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Signage - important form of ownership

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Art and community gardens good way to reinforce ownership (and increase activity)!(photos: schoolyards.org; c. whitzman)

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5. Management and Maintenance: Why?

Improves public and user perceptions

Also includes ‘post occupancy’ evaluation of new schools and renovations: knowing what works and what doesn’t (including student opinions as well as adults); further modifications as necessary

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Management and maintenance

Ensure broken lights, play equipment, garbage overflow, graffiti are repaired promptly

Encourage students, staff, and parents to report!

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Bad management: the classic ‘broken windows’

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A closer look at each area

a. Entrancesb. Common areasc. Toilets and change roomsd. Classrooms and Hallwayse. School Groundsf. Parking Areas

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a. Entrances

One clear wheelchair accessible entrance, preferably visible from street

Ensure that landscaping and lighting enforces this clarity

Don’t ghettoize users with disabilities Map for large campuses Clear rules (check in at office) but

welcoming

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Around school: transition school zones

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Front entrance of schools: not good

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Front entrance of school:

Not so goodGood

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Good entrance (includes access)

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School sign obscured by landscaping

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Sign directing people from parking lot

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Rules made clear (but not very welcoming!)

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Unwelcome to our school!

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b. Common Areas

Office, staff room, nurses or first aid room (if applicable), meeting or general purpose rooms, auditoriums, adult toilets

Best clustered in one area: why? Can access help during school hours Informal surveillance Clear demarcation between public and

private space

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Common Areas clustered

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General purpose rooms

Used for assemblies and out of school hours care: informal surveillance of schoolyard

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Community Facilities

If open to public after hours, should be self-contained: toilets, garbage cans, drinking fountains nearby to avoid roaming into ‘semi-public space’ after hours

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c. Toilets and locker rooms

Can be entrapment areas (one entrance can be blocked off)

Common site for bullying or assault, as well as vandalism and smoking

Should be enough toilets for each cluster of classrooms (close to classes, not isolated: avoids excess wandering in halls and also ‘accidents’)

Separate toilets/ lockers for younger children from toilets for older children: avoiding bullying

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Good toilet facilities

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d. Classrooms and hallways

Should be able to be locked from inside (some entrapment concerns, but theft concerns override)

Some way to get help window onto hallway, buddy system, portable radio, intercom, alarm or phone

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Secure Rooms

Especially important to lock rooms for storing: dangerous equipment and supplies

(Woodworking, kilns, kitchens, chemistry)

Expensive equipment or supplies (musical instruments, computers)

Medications (First aid or nursing area)

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Secure Rooms: bad

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Secure Rooms: better

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Hallways

Great to have student art etc.: schools should be well-loved!

Ensure they are well lit, well-signed, well-maintained

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Hallways: better

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Problem: portables

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Slightly better: replaced bars

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e. School grounds

Often open to public use outside school hours: great

Should be limited to pupils, teachers, and volunteers, during school hours

Should have range of playing spaces (active, passive)

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Student gathering places

Not immediately adjacent to street (too easy to run off!), shaded and near water

May be good idea to separate space for younger students (prep in primary, years 7-8 in secondary) from older students Play or seating equipment, rules

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Gathering places: good (older kids)

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Gathering places: good (younger kids)

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Passive activity (sitting) space, shaded and with student art

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Boundaries between school grounds and joint use

Fencing, landscaping, ground surface, changes in elevation

Note: Solid walls attract graffiti and detract from informal surveillance

Note: Wire mesh fence may be climbed - can have smaller mesh

Need to enforce rules, especially in primary school

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Boundary: good!

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f. Parking Areas

Ideally, staff and students should be encouraged to take active transport (walking, cycling, public transport) Lots of secure bike parking with good natural

surveillance for both students and staff Car parking should be clearly signed (eg.,

staff only) and visible from surrounding areas

Caution: not immediately adjacent to pedestrian exit!!!

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Bike parking

Not great Better

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Parking:

Not great Better

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The future of safer school design

More and more schools are moving towards a community hub model: parent-child drop-ins, afterschool care,

maternal and child health centres, ESL Improved learning outcomes, especially

for low-income, single-parent, and non-ESL kids

Use of precious ‘public’ space in both existing neighbourhoods (Elwood) and new growth areas (Caroline Springs)

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Inclusive Schools

In the Netherlands, community schools have municipal management and rent out space to cafes, public libraries and public pools, as well as health and social services Open 8 a.m. to 11 p.m.!

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Designing for inclusive schools

Multipurpose rooms near ‘public part of school’ (entrance, school grounds)

Flexible space so when there is demographic change, schools can respond imaginatively instead of close!

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Schools as community hubs

Goes beyond formal services to encouraging parent and community involvement: Art and music Community gardens Local goods and services

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Schools Promoting Active Transport

Walking School Bus Bicycle safety in schools Get kids to explore neighbouring shops

and parks as part of curriculum (field trips, assignments)

School Transport Plan: working with parents and local govt to get bike paths and safe walking paths, limit car parking around schools

Safety audits around schools

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The community as curriculum credit:

schoolyards.org

Science: biodiversity in suburb, how living things grow and change, watersheds and water conservation, interaction between humans and nature

Geography/history: how the suburb has changed over time, mapping, relationship of suburb and city, how space is organized

Play as discovery: gardens, displays, using imagination

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Schools as part of community (photos:

schoolyards.org)

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Design assessment: new school

For new schools, review schematic plans for safety considerations (DEECD, architect, project planner)

Review again at 30% and 95% completion Include community in planning (what

kinds of services are needed in school and community)?... Sense of ownership! Potential parent-school council!

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Design Assessment: existing school

Include DEECD staff (district facility manager), principal, interested staff, custodian, architectural and planning staff, parent-school council

For both new and existing school, think ahead as to goals and review at the end of project, and after 2 years

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Involve kids!

Encourage students to do safety audits in schools and communities and then follow up!

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Resources: websites

Australian Institute of Criminology (www.aic.gov.au): Good Australian-based resource on crime and crime prevention, including school safety.

International Centre for the Prevention of Crime (www.crime-prevention-intl.org): International resources, including school safety.

Google and Scholar Google (www.scholargoogle.com): Good sources of up-to-date reports and academic publications, respectively.

Campbell Collaboration (www.campbellcollaboration.org): Evidence-based research on crime prevention

Boston Schoolyards Project (www.schoolyards.org): inspiring examples of inclusive schoolyard design

Better Toilets for Pupils (www.bog-standard.org): everyone’s favourite topic!

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Books and Reports: general CPTED

Department of Sustainability and Environment (2005) Safer Design Guidelines for Victoria (Melbourne: State of Victoria). No direct discussion of schools, but good general guidelines and clear illustrations. Downloadable.

Wekerle, Gerda and Whitzman, Carolyn (1995) Safe Cities: guidelines for planning, design and maintenance (New York: Van Nostrand Reinhold). Discussion of school yards pp.116-118, and university and college campuses pp. 142-150 particularly relevant.

Marcus, Clare Cooper and Francis, Carolyn (1990) People Places: design guidelines for urban open space (New York: Van Nostrand Reinhold). Chapters 4 on Campus and Outdoor Spaces and Chapter 6 on Day Care Outdoor Spaces particularly relevant.

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Resources on Safer Schools

Schneider, Tod; Walker, Hill; Sprague, Jeffrey (2000) Safe School Design: a Handbook for Educational Leaders Applying the Principles of Crime Prevention Through Environmental Design. Eugene Oregon: ERIC Clearinghouse on Educaton Management. Downloadable.

National Clearinghouse for Educational Facilities (2006). Safe School Facilities Checklist. Comprehensive and can easily be modified for DEECD use. Downloadable.

Paul van Soomeren (2002) Prevention of Crime in and Around High Schools (the Amsterdam School Safety Project): Lessons in implementation (Paper presented at The Role of Schools in Crime Prevention Conference, Australian Institute of Criminology/DEECD, Melbourne, 30 September- 1 October 2002). Good holistic and process-oriented overview of a high school safety project. Downloadable.

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More Resources on Safer Schools

National Institute of Justice (1999) The Appropriate and Effective Use of Security Technologies in U.S. Schools. Washington: National Institute of Justice. While very US-specific, there are some good designs of safer schools. Downloadable.

Shaw, Margaret (2004) Promoting Safety in Schools: international experience and action (Montreal: International Centre for the Prevention of Crime). Downloadable.US Department of Education (2002) Safety in Numbers: collecting and using crime, violence and incident data to make a difference in schools. Downloadable.

National Crime Prevention Council (2003) School Safety and Security Toolkit: a guide for parents, schools and communities (Washington: NCPC). Can be ordered for $1.