Case Study: Do Classroom Lights Influence Shooter Targeting Decisions?
This student-led project provides an insightful exploration into perception and decision making during active shooter scenarios. A high school senior approached us for support on a capstone project aimed at evaluating a key component of their school’s lockdown protocol.
Background: The school’s active shooter policy instructed teachers to barricade doors and turn off classroom lights during a lockdown. The student questioned the effectiveness of whether lights being on or off would actually influence a shooter’s decision to enter a room.
Hypothesis: Turning classroom lights on or off would not affect which room an assailant would target.
Methodology: To test the hypothesis, the student made a digital twin of his school with a Matterport Pro2. He imported it into RSET, our simulation and scenario software, where the student created multiple environmental variations:
– Lights on vs. lights off inside rooms
– Hallway lighting changes
– Alarm sounds and flashing indicators
Participants were immersed in the simulation using RSET in VR and asked to walk through the school hallway. During the experience, each was asked the same question: “If you were entering the building with the intent to cause harm, which room would you attempt to enter first and why?”
Findings: As hypothesized, the lighting had no significant influence. Participants chose rooms equally whether the lights were on or off. However, one room consistently stood out and was selected more than others. It was located at the end of the hallway and had the following characteristics:
– A variety of colorful posters and comics taped to the door
– Announcements and flyers displayed around the entrance
– A visually “active” appearance compared to the neutral neighboring doors
When asked why they chose that room, participants explained that it “looked more active and likely to have more people inside.”
Recommendations: Lighting alone may not be a significant visual cue for an intruder when choosing a room. Visual clutter or decorations on doors may unintentionally draw attention, especially if they suggest high activity or occupancy. The safest visual strategy may be to remove all posters and artwork from classroom doors, or ensure all classroom doors are decorated to the same degree to avoid any room standing out.
Noted: the mental state of participants did not simulate the real psychological conditions of someone entering a school with harmful intent.
Conclusion: This project offers a unique use of 3D scanning and simulation technology to explore school safety procedures. It highlights how even small environmental factors, like what’s posted on a door, can affect perceived activity and potential targeting during high-stress events. It also demonstrates how students can use immersive tools like RSET to explore serious topics with real-world implications.
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