AS A WAY OF DEVELOPING THOUGHT processes, teachers often ask their pupils to compare and contrast two items, for example, pieces of literature or government styles. The exercise forces students to examine the unique qualities of each item and then evaluate the relationship between the two.

The same challenge exists in supplying door hardware. On every building, architects, specification writers and building owners must strike a balance between traits such as cost and performance or aesthetics and functionality.

But when the focus turns to educational facilities, the building team faces an additional set of comparisons: fear versus logic and security versus convenience.

Fear versus logic

When the sanctity of any school is violated, everyone feels threatened. Parents can visualize their kids victimized by an intruder or, even worse, involved in the mayhem of a shooting or other life-threatening action.

Nonetheless, we must remember that violent actions in schools are the exception more than the rule. Certainly, people think schools are more violent now than they were even 10 years ago. However, the overall rate of school crime has decreased since 1992, according to the Annual Report on School Safety in 2000 from the U.S. Department of Justice and the U.S. Department of Education. And the rate of serious violent crime (including aggravated assault) has remained relatively consistent since 1992.

Despite the rarity of tragic events, people tend to overreact during perceived crises. They want immediate action to prevent any future occurrences.

How does this affect the door hardware industry? We must be aware that fear exists and needs to be addressed--with consideration to logic. Could schools incorporate all of the equipment and practices of a high-security prison? Sure. But is it practical and logical? No. Schools must remain houses of education.

It is up to us to find ways to address the fear without being impractical or illogical. We need to listen closely to schools' concerns about security. We need to provide products and services that realistically improve the level of security. And we need to stay up to date with the latest methods both mechanical and electronic for enhancing access control at educational facilities.

Perception is reality. As an industry, we need to live with the perception of fear and supply products that reduce it.

Security versus convenience

While fear can be the catalyst to drive additional security measures, it should not be the foundation for the selection of hardware. There are many other issues.

A major issue is convenience. In any building situation including schools the need for security must be balanced with the need for convenience. The previous example of a high-security prison might bring comfort to worried parents, but imagine the problems moving large numbers of students between classrooms or in and out of the building.

Even seemingly simple hardware installations should be reviewed for their suitability. For example, many classrooms have doors that exit to the outside, sometimes to a central courtyard area. One common security "solution" involves using an exit device that can lock the exterior trim from the inside. Presumably, this would allow the instructor to lock the door if a breach of security is about to occur.

But how practical is it? If a teacher sees an intruder about to enter the door, he or she must find the key (either on a key ring or hidden somewhere in the room), race to the door, then engage the lock. This could take a minimum of five seconds, probably many more, possibly amid confusion and disorder. The converse situation leaving the door locked, then unlocking it manually could be inconvenient for the teacher, who should not have to play the role of doorman.

So while this system provides some peace of mind (and calms parents), it is not necessarily practical, especially with the added cost of the lockset. This is where door hardware distributors must urge schools to logically evaluate options. Is security the primary, overriding issue? Then the school should consider a more aggressive security option, such as an electrically locked and unlocked device. This arrangement would allow the door to be secured constantly, except when released by the educator from his or her desk. Or another option is the possible use of an electric hold open device that could be released from a teacher's desk, a central office, or a handheld transmitter, allowing the door to close and lock. Both may be more costly to install, but can easily be used to quickly secure a classroom or school entrance in an emergency or panic situation.

Security doesn't come cheap, nor can you place a value on the safety of students and human life. Perhaps future educational buildings should be designed differently from the onset, with limited access to classrooms and other areas designated for students. Until then, however, we all are going to be asked to provide hardware combinations that offer security and convenience. It is our responsibility to offer hardware solutions that work in lieu of solutions sold based on fear that add little or no value.

We should realize a sense of pride in writing a specification and/or supplying hardware that meets the needs of day-to-day school operation while offering easy, quick security. Achieving a balance between convenience and security could help bridge the perception gap between fear and logic and possibly prevent a tragedy.