Designing Safer Schools

Aesthetically Speaking
It seems that sometime in the 1970s architects began to design school buildings that looked like factories (at the same time that we were designing factories to be more open and attractive). Long rows of box-like classrooms on either side of a corridor had a dulling sameness. Schools that were built without windows, often to improve security, may contribute to negative behavior by their occupants. Many schools, built before the energy crisis, have had their large windows partially or completely blocked.

Today, using efficient new glazing systems, school districts are reopening these windows and celebrating high ceilings and tall windows that can impart a sense of importance and excitement to a space.

Many new finishes, as well as a number of attractive, time-proven finishes, can create a softer atmosphere with color and texture while, at the same time, addressing maintenance concerns. These finishes may cost a little more at the time of construction, but often can save significantly more than that over the life of the building.

Instilling Pride

Finally, the concept of “defensible space” can generate schools that, by their design, eliminate dead-end corridors, unsupervisable alcoves, and opportunities for unseen violence. All of these concepts can improve the performance and behavior of students while increasing student pride in schools, plus they make good sense.

Well-designed, safe schools are the product of an informed collaboration between architects and educators – a collaboration that takes time and resources. “Fast and cheap,” the marching orders of the 1950s through the 1970s should not rule school design – the goal should be buildings that encourage our students to develop a community that has pride in itself and in its surroundings.

This article originally appeared in American School & University magazine in the January 2000 issue.