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Scan for outdated or missing drivers - takes under a minuteDriver Scan →Repair Windows errors before they cause bigger problemsFix Now →Plan the school in this order: confirm the need and local priorities, compare candidate sites and hazards, decide whether to build or improve an existing facility, develop a code-compliant site-specific design, and provide for construction oversight and long-term maintenance. No universal plan, foundation, wall system, or roofing material can establish safety for a site whose hazards, ground conditions, local rules, and available materials are unknown. Start with the local education and building authorities, local hazard information, and qualified design professionals.
1. Confirm the need, users, and local process
Before choosing land or commissioning drawings, establish whom the school must serve and what the project must deliver. Define the catchment area, expected use, existing facilities, and the priorities of learners, families, staff, and the wider community. Check whether an existing school can meet the need or whether a new location is necessary.
Identify the education authority and public works or building authority responsible for the project. Ask them to explain the local process for land approval, planning, environmental review, school-facility requirements, building permits, and procurement. These requirements vary by jurisdiction; there is no single approval route or building code that applies to every rural community. The World Bank Global Program for Safer Schools describes school safety planning within the surrounding social, political, and economic context.
2. Compare locations before settling on a design
A safe project starts with site selection, not with a standard drawing. UNESCO’s International Institute for Educational Planning (IIEP) frames location planning as a decision about where to build and which existing facilities to refurbish, informed by hazards and other variables. Its methodology uses multi-criteria decision analysis: planners select relevant criteria and decide how much weight each should carry. The method is a way to structure local choices, not a universal ranking of sites. See IIEP’s methodology for ministries, published 25 March 2024 and updated 2 July 2025.
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#1 Best Overall
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Use the comparison below to make the decision visible. Set criteria and weights with local authorities and community representatives, then record the evidence and uncertainties for each candidate site. A site that can be avoided because of its exposure may be a better choice than relying on engineering to address every risk.
| Decision criterion | What to check |
|---|---|
| Hazard exposure and expected performance | Use locally relevant hazard information and qualified assessment to identify likely natural and climate-related threats and what safe performance would require. |
| Terrain and land cover | Assess the physical suitability of each site in its local setting; do not infer buildability from appearance alone. |
| Access and connectivity | Consider whether learners, staff, emergency responders, and essential services can reach the school safely in ordinary and disrupted conditions. |
| Applicable requirements | Confirm education, planning, environmental, land, and building requirements with the authorities responsible for them. |
| Feasibility of intervention and upkeep | For existing facilities, compare repair, retrofit, replacement, and relocation in light of condition, exposure, expected performance, feasibility, and applicable rules. |
| Construction capacity and verification | Determine who can supervise the work and verify that materials and construction meet the approved design and specifications. |
| Community priorities and ownership | Record local priorities, experienced hazards, access concerns, and who is expected to take responsibility for the facility after handover. |
Invite residents and school users to describe locally experienced hazards, seasonal conditions, land use, and access difficulties. Their observations can complement public hazard data, but should be considered alongside technical assessment rather than treated as a substitute for it. The Roadmap for Safer Schools: Guidance Note highlights the value of community hazard knowledge in planning.
3. Choose whether to build, repair, retrofit, replace, or relocate
For an existing school, do not assume new construction is automatically the safest or most practical answer. Compare the available paths against the observed condition of the building, its hazard exposure, the performance expected of it, project feasibility, and local requirements. The Comprehensive School Safety Framework includes repair, retrofit, replacement, and relocation as possible approaches for existing facilities.
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- Repair addresses identified defects where the facility remains suitable for its intended use and the work can meet applicable requirements.
- Retrofit changes an existing facility to improve its expected performance; its feasibility depends on the building, hazards, and design review.
- Replacement may be considered where an existing facility cannot reasonably meet the required condition or performance.
- Relocation can be considered when site exposure is a concern and a safer, suitable alternative location is available. IIEP notes that location analysis can help identify safer relocation sites when retrofit or maintenance is not an option.
These are options to assess, not a prescribed sequence or a verdict on any particular school. Document why the selected intervention is feasible and how it addresses the risks and needs identified for that facility.
4. Turn site findings into a verified, local design
Once a site and project path are chosen, use applicable local building codes and school-facility requirements to develop the design. The World Bank’s RIGHT+ Framework for Physical Learning Environments emphasizes risk-informed location, code compliance, disaster-risk mitigation, climate adaptation, and continuity. Engage qualified local engineering professionals to check that the design responds to the identified hazards and site conditions.
There is no responsible way to prescribe a foundation, structural system, roof, wall, or material for an unspecified rural site. Those decisions depend on the site, relevant hazards, engineering design, local rules, and materials that are actually available. IIEP discusses hazard-specific design considerations, including in flood-prone and earthquake-prone areas, but such examples are not specifications for another location.
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Do not treat construction experience as proof that a design has been technically verified. The World Bank/GFDRR Roadmap for Safer Schools cautions that local construction skills do not necessarily include the expertise needed to verify safe design. The appropriate local professionals and authorities should resolve design, code, and approval questions for the actual project.
5. Make participation practical and understandable
Involve community members early enough for their input to shape needs, site priorities, acceptable performance, and maintenance expectations. Explain the proposed design and construction arrangements in terms that the people who will use and oversee the school can understand. Drawings and construction instructions should be clear to their intended users.
Participation can bring local knowledge and support ownership, but it does not replace engineering verification, code compliance, or construction supervision. The Guidance Notes on Safer School Construction and the Roadmap for Safer Schools both address community involvement and safer construction practices.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.6. Protect quality while the school is being built
Set out how the approved design and specifications will be followed before construction begins. Establish qualified supervision and a documented way to check that materials and completed work conform to them. The World Bank’s guidance identifies quality assurance, builder training, transparent implementation, and compliance mechanisms as parts of safer construction.
- Make clear who is authorized to answer design questions and approve changes.
- Agree how materials and workmanship will be checked against the specifications.
- Provide appropriate training and understandable construction information for the people doing the work.
- Keep records of inspections, issues, decisions, and corrective work through handover.
Community labor and illustrated instructions can support a project, but neither alone establishes that a school is safe. Construction quality depends on work being carried out and checked against the verified design.
7. Assign maintenance, safety, and continuity responsibilities
Before construction is complete, decide who will inspect the facility routinely, receive and report defects, arrange maintenance, and fund repairs. Specify how responsibility transfers after handover, and make sure the responsible people have the information and capacity needed to carry out those duties. The RIGHT+ framework includes maintenance protocols, stakeholder integration, and capacity building as implementation supports.
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Plan for safe operation as well as the physical building. The Comprehensive School Safety Framework includes emergency management and educational continuity, so identify who is responsible for preparedness and how learning can continue if a disruption affects the school.
A 2020 UNESCO account of comprehensive school-safety training, held 17–19 February 2020, reported one participant’s observation: “Building resilient infrastructure and providing guidelines/standards for workmanship is essential for school safety,” said one of the participants. The participant was not named in the account. See UNESCO’s report on the training.
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