Deliberate firesetting: hotspot schools as arenas and preventive actors

Abstract

Firesetting is one of the crime acts most representative of youth crime, and schools are among the buildings most often targeted, causing significant social, material and economic damage. This study examines schools as arenas with particular exposure to deliberate firesetting and as actors interpreting and utilizing their organizational scope to prevent school fires. The focus on school organizations is unique and urgently needed in research on juvenile firesetting, given their pivotal but under-researched role in crime prevention. The study is based on an in-depth analysis of data (interviews, documents and official registry data) related to 20 fire-exposed lower secondary schools in two major Swedish cities. These schools mobilized a broad repertoire of social, situational and structural measures. Interviewed school personnel perceived and responded to firesetting in relation to the institutional school setting, group dynamics, individual characteristics and local context. The schools were generally located in socio-economically disadvantaged areas and faced comprehensive educational and social challenges. The firesetting problem–and paradoxically some well-intentioned preventive efforts–risk adding further dimensions to school segregation and inequality, potentially increasing stigmatization and marginalization.