ACTIVE-SHOOTER PREPAREDNESS IN UNIVERSITY CLASSROOMS: PERCEPTIONS OF STRATEGIES AND PRIORITIES

• Published in: Journal of architectural and planning research 2019-09, Vol.36 (3), p.253-269
• Main Authors: Kellom, Kristy, Nubani, Linda
• Format: Article
• Language: English
• Subjects: Original Articles
• ISSN: 0738-0895

Universities have given increased attention to preparation, response, and training protocols for active shooters in the university setting. The purpose of this research is to understand how architectural attributes in university classrooms can enable or hinder a Run, Hide, Fight (RHF) trained response to an active-shooter threat. Researchers conducted two focus groups to compare the perceptions of classroom occupants and a group of practitioners and first responders in terms of their priorities for active-shooter prevention and response strategies. Eight different classroom types were simulated using a 360° immersive visualization environment, followed by focus-group discussions. Participants were surveyed on their perceived levels of fear and preparedness for an active-shooter threat four times during the study. Participants also identified the physical attributes of the eight classroom spaces that they thought enabled or hindered RHF responses. These characteristics were organized into five categories, and participants identified which categories they thought were the highest priorities from classroom-occupant and policy-maker perspectives. A significant difference was found regarding categories of perceived importance between the occupant and professional groups. The results of the study improve the baseline knowledge of safe and secure design practices for architects and interior designers to consider with regard to their impact during active-shooter threats. The study also helps determine the feasibility of utilizing virtual-reality technologies in active-shooter training and preparedness measures.