Enabling Healthy Urban Planning: The Case of School Siting

Background: A convergence of major secular trends suggests that school siting is increasingly critical for healthy communities. The challenges of an aging population, rising energy costs, and a strained education system suggest a need for community-centered schools. However, some school districts continue to invest in new facilities without involving community stakeholders, particularly those from urban planning and public health.

Purpose: To examine the context for and practice of school siting in three large school districts in Northern Kentucky.

Significance: Few studies have examined the role of healthy urban planning in the education sector.

Methodology: A mixed-methods approach was used. Descriptive statistics on school funding, growth, and transportation characteristics were calculated at the school district level. Patterns of neighborhood development and school siting were visualized using GIS. Finally, key informant interviews elicited perspectives of leaders from the school districts and planning agencies.

Findings/Results: Many interrelated factors determine how and where schools are sited. The districts studied showed a trend towards larger more sprawling schools, thereby incurring potentially greater overhead and opportunity costs. Development patterns confirmed school sprawl. Themes from interviews included the primary challenges of collaboration, growth pressures, and financing schedules; these appeared to have substantial influence on siting decision-making, though the precise pathways are unclear.

Conclusions/Recommendations: Though macro-level issues may constrain school siting decision-making, at the local level, school districts which proactively seek collaboration with planning and public health agencies should be able to get ahead of the growth curve and connect their schools to their communities.