U.S. Fire Administration

TOPICAL FIRE RESEARCH SERIES

Volume 2, Issue 9

October 2001 (Rev. March 2002) 

School Fires

FINDINGS

S 61% of school structure fires are arson; 70% of high school fires are

arson.

S Fatalities from school fires are rare, but injuries per fire are higher than

those of all non-residential structure fires.

S The leading area of fire origin is the school lavatory.

S School fires decrease substantially on weekends and in during the

summer break.

Sources: NFPA and NFIRS

Each year in the United States, an average of 5,500 structure fires occur in educational institutions—public, private, and parochial schools where students attend during

the day only. These fires are responsible for approximately 125 injuries, fewer than 5

fatalities, and $50.1 million in fire loss.

1

Fires to the actual structure of educational institutions account for only 43% of fires

to these properties. The remaining 57% occur outdoors and generally involve refuse or

other items of little value. Therefore, this report addresses only the causes and characteristics of structure fires in schools.
-

Educational institutions are governed by strict inspection and fire/life safety codes.

Most schools built since the late 1970s are required to have sprinkler and other fire/

smoke alarm systems. This is a likely explanation why, as shown in Figure 1, fires in

schools are less damaging than fires generally. Fires in schools are, however, more injurious than other non -residential structure fires.

Source: NFIRS only

Figure 1. Loss Measures for School Structure Fires

(3-year average, NFIRS data 1996–98)

ALL NON-RESIDENTIAL

STRUCTURE FIRES

SCHOOL

LOSS MEASURE STRUCTURE FIRES

Dollar Loss/Fire

Injuries/1,000 Fires

Fatalities/1,000 Fires

$21,878

22.1

1.7

$10,811

29.3

0
CAUSES

As shown in Figure 2 the leading cause of school structure fires is incendiary/suspicious (commonly referred to as “arson”), nearly nine times that of any other cause. Leading factors influencing the ignition of school fires are arson, short circuit, and electrical

failure. Figure 2 also plots the causes of all school fires (structures and outside). Here,

the leading cause remains arson, but children playing follow it, as could be expected with

an institution catering to a predominantly juvenile population.

0 10 0 30 0 50 0 70

Incendiary/Suspicious

Electrical Distribution

Heating

Cooking

Appliances, A/C

Open Flame

Children Playing

Other Equipment

Smoking

Natural

Exposure

Other Heat

All Reported School Fires

Non-Residential Structure Fires

School Structure Fires

Figure 2. Causes of School Fires

(3-year average, NFIRS data 1996–98)

Adjusted Percent

Source: NFIRS only

2 4 6
Children may be the ones involved in setting arson fires in schools, but this cannot

be determined from NFIRS data. However, the types of schools experiencing structure

fires might give some clue as to the age of the children involved in firesetting. As shown

in Figure 3, the greatest percentage of fires occur in high schools, followed by elementary schools.

Figure 3. Fires by School Type

(3-year average, NFIRS data 1996–98,

adjusted percentage)

Pre-Elementary

4%

Elementary

30%

Junior

High

21%

High

School

45%

Source: NFIRS only

Of fires in high schools, nearly 70% are arson fires, followed by electrical distribution and cooking. For fires in elementary schools, 42% are arson fires, followed by electrical distribution and heating. The higher percentage of arson fires in high schools may

indicate that high school students are more likely to engage in suspicious fire setting

activities than younger children.

The number of children playing fires (7% of all fires) is troubling, as even under the

watchful eye of teachers and school staff, children are still able to access fire-starting

materials (generally matches and lighters).
WHEN FIRES START

Figure 4 illustrates the incidence of school fires by month. Peak months are May,

March, and October. Fire incidence is lowest in July and August—when students are generally on summer vacations.

Figure 4. Incidence of School Fires by Month

(3-year average, NFIRS data 1996–98)

0 2 8 10 12

January

February

March

April

May

June

July

August

September

October

November

December

Adjusted Percent

Source: NFIRS only

4 6

Ninety percent of school fires occur during the school week and only 10% on weekends. More than 70% of fires occur between 0800 and 1600, the hours students are most

likely to be in school. Sixteen percent of fires occur between 1700 and 2400; 12% occur

between 2400 and 0800. This pattern is consistent for all of the major cause categories.
WHERE FIRES START

Figure 5 shows that bathrooms are where the highest percentage of school fires originate. This high incidence may be explain the predominance of arson fires. These areas

present children with a place to set a fire without having to contend with constant adult

supervision.

Figure 5. Leading Areas of

Fire Origin in School Fires

(3-year average, NFIRS data

1996–98, adjusted percentage)

AREA OF FIRE PERCENT

ORIGIN OF FIRES

Lavatory

Hallway

Multipurpose Room

Kitchen

28

11

10

6

Source: NFIRS only

WHAT IS IGNITED?

Figure 6 shows the leading types and forms of material first ignited in educational

institution fires. These materials are consistent with the materials commonly used by

juvenile firesetters. Moreover, all are commonly found in schools.

Wood/Paper

Plastic

Fabric

Natural Product

(includes cooking

materials)

53

16

10

5

Rubbish/Trash

Magazine, Newspaper

Electrical Wire

Cooking Materials

Figure 6. Type and Form of Materials First Ignited in

School Fires

(3-year average, NFIRS data 1996–98, adjusted percentage)

TYPE OF

MATERIAL IGNITED

PERCENT

OF FIRES

PERCENT

OF FIRES

19

12

10

4

FORM OF

MATERIAL IGNITED

Source: NFIRS only
-

-

EXAMPLES

S In March 2001, two junior high school students set a fire in a lavatory during

lunch hour. The school was evacuated and one student was treated for smoke inhalation.2

S In February 2001, an arson fire caused $250,000 in damage to a school for children with special needs. School was not in session at the time of the fire and no one

was injured.3

S In February 2001, a 10-year old using matches ignited a fire in a lavatory. The

boy had a history of playing with matches and had been linked to arson fires

throughout his neighborhood.4

CONCLUSION

Like most fires, those in schools are largely preventable through increased outreach,

supervision, and technological innovation. For further information, particularly on juvenile firesetter intervention programs, contact your local fire department or the USFA.

Notes:

1. National estimates are based on data from the National Fire Incident Reporting System (NFIRS)

(1996-1998) and the National Fire Protection Association’s (NFPA’s) annual survey, Fire Loss in the

United States

2. Philbin, Walt. “Two Boys Booked After Fire Forces School Evacuation,” The Times-Picayune, March

9, 2001.

3. “School Fire Was Arson,” The Columbus Dispatch, February 24, 2001.

4. Moran, Kevin. “Fire Set by Pupil Forces School Evacuation,” The Houston Chronicle, February 2,

2001.

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