Crime Prevention through Environmental Design in schools: Students' perceptions of safety and psychological comfort

Lamoreaux, Daniel; Sulkowski, Michael L.

doi:10.1002/pits.22459

Cited by 9 publications

(13 citation statements)

References 36 publications

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“…While no studies were found that explored the mediating role of physical and psychological comfort and safety on the relationship between the school built environment and bullying, Lamoreaux and Sulkowski’s (2020) review explored the effects of the school built environment on student safety and psychological wellbeing [ 33 ]. Focusing on the crime prevention through environmental design (CPTED) architectural philosophy that promotes the design of built environments to reduce fear and prevent crime, the review identified a number of studies linking the school built environment to physical and psychological comfort and perceived safety [ 34 , 35 , 36 ]. For example, one study of 900 middle and high school students in the U.S. found that students preferred CPTED-based school designs over non-CPTED schools for their perceived safety and psychological comfort [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

“…Focusing on the crime prevention through environmental design (CPTED) architectural philosophy that promotes the design of built environments to reduce fear and prevent crime, the review identified a number of studies linking the school built environment to physical and psychological comfort and perceived safety [ 34 , 35 , 36 ]. For example, one study of 900 middle and high school students in the U.S. found that students preferred CPTED-based school designs over non-CPTED schools for their perceived safety and psychological comfort [ 34 ]. CPTED-based designs incorporated built environment factors that enhanced natural surveillance (e.g., open layouts, large windows); access control (e.g., locking doors, monitoring visitors); territoriality (e.g., signage and landscaping); and maintenance (e.g., building deterioration).…”

Section: Discussionmentioning

confidence: 99%

“…CPTED-based designs incorporated built environment factors that enhanced natural surveillance (e.g., open layouts, large windows); access control (e.g., locking doors, monitoring visitors); territoriality (e.g., signage and landscaping); and maintenance (e.g., building deterioration). The authors noted that physical safety and psychological comfort were interrelated, with physical safety defined as “feeling protected from crime, bullying attacks, or other physical harm” (p. 481) and psychological comfort as a state of positive well-being and low stress in which students were mentally ready to learn [ 34 ]. The built environment has also been linked to physical comfort in studies exploring building performance and occupant satisfaction, functioning and school attendance [ 37 , 38 ].…”

Section: Discussionmentioning

confidence: 99%

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School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews

Francis

Trapp

Pearce

et al. 2022

IJERPH

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Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour. This study aimed to (i) identify school built environment factors that may prevent or facilitate bullying behaviour in primary and secondary schools; and (ii) develop a conceptual model of potential pathways between the school built environment and bullying behaviour for future anti-bullying intervention research. Seventy individual semi-structured interviews were conducted between May and December 2020, with policymakers (n = 22), school staff (n = 12), parents (n = 18), and students (n = 18). School staff, parents and students, were recruited from six metropolitan primary and secondary schools in Perth, Western Australia. Interviews were conducted online and face-to-face using semi-structured interview guides. A thematic analysis was undertaken. Participants identified school bullying locations (e.g., locker areas, bathrooms, corridors) and built environment factors linked to bullying behaviour via (i) visibility and supervision; (ii) physical and psychological comfort and safety; and (iii) social-emotional competencies. The findings have policy and practice implications regarding the design of school built environments to prevent bullying behaviour.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews

Francis

Trapp

Pearce

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…There is also a positive relationship between CPTED and students' outdoor environment (Kim, 2015;Moral and Gafar, 2021). Again, there is recent support for funds for adopting CPTED in schools as it grants students a high perception of safety and comfort (Lamoreaux and Sulkowski, 2021).Globally, students' housing is vital for any higher educational institution. Nowadays, university capability in student housing provision has been challenged due to the expansion of university programmes, a large number of students' enrolment as well as part-time students (Moos et al, 2019;Taylor et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An assessment of crime prevention through environmental design in student housing: a weight-of-evidence approach

Attakora-Amaniampong

2023

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Purpose There is a robust study on crime prevention through environmental design (CPTED) in student housing nowadays, but has a limited utilization of weight-of-evidence (W-o-E) approach. This study aims to assess the extent of CPTED in student housing facilities of universities in Ghana. Design/methodology/approach Using the on-campus student housing facilities of both private and public universities, the study adopted W-o-E approach that integrates two postoccupancy evaluations from end-users and student housing managers. In addition, observation by professionals as the lines of evidence (LoE) was also adopted. Weighted median was used to normalise the LoE into a W-o-E as the CPTED value in the student housing facilities. Findings The study uncovered low CPTED in the student housing facilities. Maintenance was identified as the leading CPTED principle present in the student housing facilities. Practical implications The study has given the extent of CPTED in students’ housing, an important insight for university students’ housing management. This can serve as a policy alert for the university students’ housing management to adopt building designs that enhance CPTED and the safety of the youth. Originality/value This study is different from other CPTED and students’ housing studies commonly situated in the Euro-America context. The study exceptionally applied the use of W-o-E in students’ housing in assessing the extent of CPTED in student housing within the context of sub-Saharan African universities.

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“…These social interventions are ideal for indoor violence prevention but are not so effective for outdoor violence. However, the lack of access and lighting in outdoor school environments [29,30] greatly increases the likelihood of violence, making it equally important to conduct research on outdoor school environments to prevent outdoor violence. Newcastle University in the UK launched an experiment called "Watchful Eye" [22] in response to the frequent theft of bicycles on campus.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between the Outdoor School Violence Distribution and the Outdoor Campus Environment: An Empirical Study from China

Zhang

et al. 2022

IJERPH

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It is widely believed that outdoor environmental design contributes to outdoor violence prevention. To enhance the effectiveness of environmental design, the intrinsic link between the outdoor school violence distribution (OSVD) and the outdoor campus environment (OCE) should be fully considered. For this purpose, this study investigated boarding school L, located in southern Zhejiang Province of China, through a questionnaire and Spatial Syntax theory. Based on the questionnaire marker method (N = 338, 50.59% female), the OSVD was mapped using the kernel density estimation in ArcGIS, including four types of teacher-student conflict: verbal bullying, physical conflict, and external intrusion. The spatial analysis of the OCE (spatial configuration and spatial visibility) then was generated by the DepthmapX, involving four spatial attributes such as integration, mean depth, connectivity, and visibility connectivity. Statistical analysis results indicated the correlation between the OSVD and both the spatial configuration and spatial visibility of the OCE. For the different violence types, there were differences in the impact relationships, with integration being a significant predictor of teacher-student conflict and physical conflict (p < 0.01) and a general predictor of verbal bullying (p < 0.05), while mean depth was a significant predictor of physical conflict (p < 0.01), but not recommended as a predictor of external intrusion. This study explores and predicts the relationship between the OSVD and the OCE, providing guidance and evidence for school violence prevention environmental design. It is a novel attempt, but still challenging and requires more research to refine.

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Crime Prevention through Environmental Design in schools: Students' perceptions of safety and psychological comfort

Cited by 9 publications

References 36 publications

School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews

School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews

An assessment of crime prevention through environmental design in student housing: a weight-of-evidence approach

The Relationship between the Outdoor School Violence Distribution and the Outdoor Campus Environment: An Empirical Study from China

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