Date of Conferral

8-22-2025

Degree

Ph.D.

School

Psychology

Advisor

Jessica Hart

Abstract

Targeted violence in K-12 schools across the United States is a serious concern. These incidents not only endanger students and staff, but also cause lasting trauma and erode trust in schools. While existing measures may deter some violence, questions remain regarding their overall effectiveness. This study involved exploring perspectives of crime prevention experts on using Crime Prevention Through Environmental Design (CPTED) strategies to mitigate violence in K-12 schools. Although CPTED is recognized as effective in terms of reducing crime, research on its use in schools, especially from the perspective of crime prevention professionals, is limited. This generic qualitative study involved examining how CPTED strategies can be used to address school violence. Using the situational crime prevention theory, which links physical environment, human behavior, and violence, the research includes insights about reducing school violence through design strategies. Semi-structured interviews were conducted with ten crime prevention professionals, each with over five years of experience in safety and security. These discussions explored their views on school violence, experience with current measures, and challenges and opportunities of implementing CPTED. Through Braun and Clarke’s reflexive thematic analysis, three key themes emerged: current security measures fail to address the unique needs of K-12 schools, a critical need for proactive and comprehensive strategies to combat school violence, and CPTED as the foundation of school violence prevention efforts. This study contributed to positive social change by highlighting insights of crime prevention professionals and practical recommendations for school administrators, security teams, and policymakers to enhance school safety.

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