Crime prevention through environmental design in schools

¶ … modification of the environment by public health practitioners in order to prevent injury and disease. Like, within mid 1850s, there was removal of a pump which had been handle from a contaminated well in London by Dr. John Snow for the purpose of stopping a deadly outbreak of cholera. There has been modern modification of the environment, for instance, airbags and seat belts have saved many lives. Some of the modification of the environment like, community parks and sidewalks has raised physical activities in the act of assisting to reduce obesity.

In 1960s, criminologists were interested specifically in recognizing environmental characteristics which are connected with crime. Such characteristics entail availability of weapon, physical design of a given space, figure of people within the space as well as the intention of being there. Such characteristics are related with immediate environment but not just wider social factors, like racism, poverty, gender inequality, criminal laws as well as exposure to violence via the media.

Ray Jeffrey in 1971 coined the phrase" Crime Prevention Through Environmental Design (CPTED)." As per the approach, following the proper design and effective utilization of the built environment there is capability of lowering fear and crime incidence as well as quality life improvement. The center of attention for CPTED is to lower opportunities of crime and encouraging positive social behavior.

School Violence

A study is being undertaken by Centers for Disease Control and Prevention on the way to apply CPTED on school violence prevention. Whereas United States' schools relatively remain safe, whichever kind of violence is not allowed. During 2003-2004, approximately 44% of public schools gave report to the police of at least one incidence of violence. At least a single serious violent have been reported by approximately 13% of these public schools at the same time period. A survey which was done nationwide on high school students within the United States indicated that 6% of the students had carried weapon within property of the school in the 30 days preceding the survey. On the same survey 6% of the students had missed schools within 30 days of proceeding survey since they had fear for their safety.

Five major principles guide CPTED. Such principles are applied to school prevention in many ways: The strategic utilization of windows that looks out on the entrance of the school for the purpose of students seeing the school and being aware that other are capable of seeing them, forms the principle of natural surveillance which involves placement of physical features that are maximizing visibility. Access management entails directing individuals through use of signs, landscaping as well as entrance and exits which are marked well. This as well involves cutting access to particular areas through use of symbolic or real barriers, for instance, landscaping that limit access to locations which were not supervised within the grounds of the school.

A motivational sign, use of school colour for creating warmth and express pride, forms the principle of territoriality which is defined through expression of pride or ownership, clear space delineation as well as establishing of an environment which is welcoming. Physical maintenance entails repair as well as general upkeep of space. For instance, in timely manner, removing of graffiti within restrooms and making repairs which are essential to stairways, light fixtures and restrooms for the purpose of maintaining comfort and safety. Maintaining an adult presence which is obvious throughout the times that student transition from a single location to the other, forms order of maintenance as a principle that entails taking care of minor acts which are not accepted and giving measures that state accepted behaviors clearly.

CPTED is capable of potentially benefit schools by: fostering a sense of physical and social order, establishing warmth and welcoming environment, establishing a sense of ownership by students, conveying to students positive messages, lessening opportunities for out-of-sight activities, maximizing authority figures' presence and managing access to every schools area.

Conclusion

Just environment design alone is not capable of preventing every acts of violent in schools. Nevertheless, CPTED tend to be a promising prevention strategy which if any case is effectively shown, can result to lowering fear within students and teachers, to greater positive social interactions, as well as to safer schools.

Work Cited

CDC. (2007) "Youth risk behavioral surveillance." United States

Crowe TD. (2000) "Crime prevention through environmental design: applications of architectural design and space management concepts." Boston: Butterworth-Heinemann.

Department of Education, National Center for Educational Statistics. (2006) "Indicators of school crime and safety" Washington, DC: Department of Education.

Mair JS, Mair M. (2003) "Violence prevention and control through environmental design." Annu Rev Public Health.

Page 1 of 6