SEM-7100

Lamoreaux, D., & Sulkowski, M. L. (2020). An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being. Psychology in the Schools, 57(1), 152–165. https://doi.org/10.1002/pits.22301
This article provides insight into crime prevention through environmental design (CPTED). While some schools have budgets for more surveillance equipment and technology, others may apply an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement.

Ortiz, D. (2011). Educational facilities vulnerability/hazard assessment checklist. American Clearinghouse on Educational Facilities.
Although this document was published in 2011, the guidance it provides is still helpful today. Variables such as location, environment, size, structure, student population, and school culture result in the need for customized assessments to fit the unique physical environment, culture, and resources of each educational facility. This checklist serves as a tool to guide and assist with the process used to identify and evaluate potential risks and areas of weakness that may adversely impact a campus.

REMS TA Center (2021). K-12 Site Assessment Resources. https://rems.ed.gov/docs/K-12_Site_Assessment_Resources_508C.pdf

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention (2017). Crime prevention through environmental design (CPTED) school assessment (CSA). https://rems.ed.gov/docs/CDC_CPTEDSchoolAssessment.pdf

This tool helps schools rate the physical parts of the buildings and grounds that may have an impact on youth fear and aggressive behavior.