Topical Fire research series Volume 8, Issue 1 / August 2007

School Fires

continued on next page

Findings:

■ Fatalities from school fires are rare. 

■ The three leading causes for school structure fires are incendiary or suspicious (32%), cooking (29%), and 

heating (9%).

■ The leading area of fire origin for school structure fires is the lavatory.

■ Kindergarten through high school fires increase at the beginning and end of the academic year. School fires 

peak in July due to a spike in elementary school fires.

Using the past 3 years of data, for 2003 to 2005, from 

the National Fire Incident Reporting System (NFIRS) 

database, the yearly national fire loss for fires on nonadult 

school properties1

 is estimated at $85 million. Such losses are 

the result of an estimated annual average of 14,700 fires that 

required a fire department response. Fires on school properties caused an average of approximately 100 injuries. No 

fatalities were reported to NFIRS during this period.2,3 Forty 

percent of these school-related fires occurred outdoors on 

school property.4

 Trash fires accounted for 36% of these outside fires, and fires in open fields or woods accounted for an 

additional 19%. Forty-three percent of fires on school properties, an estimated 6,300 fires, were structure fires.5

 Slightly 

over half of these structure fires were confined to the object 

where the fire started, such as a small cooking fire (20%) or 

a fire confined to a trash can (28%). Six percent of fires on 

school properties were vehicle fires.

Making Schools Safe

Given the improved safety of school structures today, the 

likelihood of a fire, such as the one that burned the school 

of Our Lady of Angels in 1958, where 92 children and 3 

nuns died6

 after being trapped with no means of escape, is 

reduced greatly. Most schools built since the late 1970s are 

required to have sprinkler systems and use safer construction materials. However, due to high-profile events, such as 

the 1999 Columbine High School shootings, the needs of 

school security sometimes conflict with the requirements of 

fire safety. For example, exits may be restricted for security 

reasons preventing escape should a fire occur.7 As a result, 

fire safety experts have increasingly been asked to work in 

conjunction with security advisors to recommend security 

procedures that are consistent with the needs of fire safety. 

Such cooperation is necessary, especially since injuries per 

school fire are slightly higher than non-residential structure 

fires, as shown in Table 1. 

Table 1. Loss Measures for School Structure 

Fires (3-year average, 2003-2005)

Loss Measure All Non-residential 

Structure Fires

School 

Structure Fires

Loss per fire $25,349 $14,948

Injuries per 1,000 fires 12.8 13.1

Deaths per 1,000 fires 0.9 0.0

Source: NFIRS 5.0 data only

Note: Loss per fire is computed for only those fires where loss information was provided.

When Fires Start on School Properties

Overall, the average peak month for fires on school properties was July; fire incidence was at its lowest between 

December and February, in the middle of the academic 

year (Figure 1). The July peak is driven by a sharp increase 

in fires at elementary schools as shown in Figure 2. It may 

be that elementary schools were more attractive targets for 

incendiary or suspicious fires during the summer when 

U.S. Department of Homeland Security • U.S. Fire Administration

National Fire Data Center • Emmitsburg, Maryland 21727

www.usfa.dhs.gov/statistics/reports/pubs/tfrs.shtm 
TFRS Volume 8, Issue 1/ School Fires Page 2

Figure 1. Fires on School Properties by Month 

(percent, 3-year average, 2003-2005)

Source: NFIRS 5.0 data only

Figure 2. Fires on School Properties by Month and Type

(percent, 3-year average, 2003-2005)

Source: NFIRS 5.0 data only
TFRS Volume 8, Issue 1/ School Fires Page 3

Figure 3. Fires on School Properties by Time of Day

(percent, 3-year average, 2003-2005)

Source: NFIRS 5.0 data only

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fewer school staff monitor the premises. Middle, junior, and 

high schools had above average fire incidence in the spring 

and fall—typically the end and beginning of the academic 

year (Figure 2). Fifty-five percent of fires on school properties occur between 8 a.m. and 5 p.m., the hours students 

are most likely to be in school, as shown in Figure 3. Thirty 

percent of fires occur between 5 p.m. and midnight; 15% 

occur between midnight and 8 a.m. 

Causes of School Structure Fires

Structure fires in preschool and day cares are predominantly 

due to cooking (64%) followed by heating (7%) and electrical distribution (6%), as shown in Figure 4. The causes for 

fires in kindergarten or elementary schools mostly involve 

cooking (27%), incendiary or suspicious activity (25%), and 

heating (12%).The primary cause of fires in middle, junior, 

or high school is due to incendiary or suspicious activity 

(47%), followed by cooking (15%), and heating (7%).8

Children may be the ones involved in setting arson fires 

in schools; unfortunately this cannot be determined from 

NFIRS data alone. As shown in Figure 5, the highest percentage of fires occurs in middle and high schools, followed 

by elementary schools. This distribution does not imply an 

associated age for a juvenile involved in the firesetting, but 

does suggest the potential for middle- and high- school-age 

involvement.

Juvenile Firesetters

Forty-seven percent of all middle and high school structure fires and 25% of all elementary school structure fires 

are incendiary or suspicious in origin. Fifty-one percent 

of school structure fires occur in middle and high schools 

and 25% occur in elementary schools. This could explain 

the difference between intentional firesetting of older students and outdoor fireplay in younger students. In order 

to discourage fires initiated by young people, many studies 

and fire education programs target juveniles under the age 

of 18 years. 

Juvenile firesetters, including elementary and high school 

students who exhibit fireplay or firesetting, generally fall 

into three basic classifications: 1) curiosity/experimentation, 2) reactionary, and 3) delinquent.9

 The first group 

involves younger children who experiment out of curiosity with common sources of ignition such as matches or 

lighters, and lack supervision. These children usually do not 

understand the danger associated with fireplay. Children 

who play with fire once are five times more likely to 
TFRS Volume 8, Issue 1/ School Fires Page 4

Figure 4. Causes of School Structure Fires (percent, 3-year average, 2003-2005)

Source: NFIRS 5.0 data only

Figure 5. Fires on School Properties by 

School Type 

(percent, 3-year average, 2003-2005)

Source: NFIRS 5.0 data only

experiment with fire again unless professional intervention 

takes place.10

Second, youth who do not have adequate problem-solving 

skills or cannot express their feelings send warning signals 

when they use fire in a reactionary way to convey their continued on next page

feelings. This group also lacks supervision and has easy 

access to sources of ignition.

The third group, classified as delinquent and typically 

comprised of older children, set fires for an assortment of 

reasons that usually are peer-driven, such as pranks or dares, 

and showing off. Most members of this group do not realize 

the legal repercussions associated with setting fires. 

However, adolescents who do understand the legal repercussions, yet continue to set fires, represent a growing 

problem. These fires qualify as intentional, with little respect 

for life or property. Youth in this group are more likely to 

associate with gangs and other gang-like activity, and may 

possess a potential for future violent behavior.11

A partnership among teachers, fire service, and the judicial 

system allows early identification of firesetters. In particular, 

teachers should report all fires immediately to the local fire 

service. Quick and full reporting helps the community recognize children using fire in inappropriate and unsafe ways. 

By providing fire education and, if necessary, psychological intervention, the chances for reducing juvenile-set fires 

increase substantially.12
TFRS Volume 8, Issue 1/ School Fires Page 5

Where School Structure Fires Start

The three leading areas of fire origin in school structure 

fires are the bathroom, kitchen, and small assembly areas. 

One quarter of school structure fires start in bathrooms. 

These fires typically start in bathroom trash cans and are 

primarily of an incendiary or suspicious origin. Older 

students smoking in bathrooms also may increase the risk 

of such fires — over three quarters of fires in school bathrooms (78%) occur in high school, junior high school, or 

middle school bathrooms. Bathrooms present children and 

young teens with a place to set a fire without having to contend with constant adult supervision. Kitchens (7%) are the 

second leading area of origin for structure fires, reflecting 

cooking fires. Most of these kitchen fires, 43 percent, occur 

in preschool and day care kitchens. Small assembly areas for 

less than 100 people are the third most frequent place for 

school structure fires and typically occur in high schools, 

junior high schools, or middle schools. 

Table 2. Leading Areas of Fire Origin of 

School Structure Fires by Type of School 

(percent of fires, 3 year average, 2003-2005)

Type of School

Area of Fire Origin

Bathroom Kitchen

Assembly 

area < 100 

persons

Overall 25 7 6

Preschool and Day Care 4 43 9

Kindergarten and 

Elementary 13 27 29

High School/Junior High 

School/Middle School 78 24 53

Other Nonadult School 6 7 8

Source: NFIRS 5.0 data only

Material Ignited in School Structure Fires i

The most common materials ignited in school structure 

fires are paper (25%), plastic (14%), wood13 (11%), and 

fabric (9%). These materials, reflecting the high incidence 

of both incendiary and trash fires, are consistent with materials frequently used by juvenile firesetters and are accessible 

materials found in and around schools.

Examples

Each year, newspapers are filled with stories regarding 

school fires. Below are four examples of such fires:

■ On April 23, 2007, a 16-year-old Needville High School 

student in Fort Bend County, Texas confessed to setting the fire that destroyed two Needville High School 

buildings.14

■ On March 26, 2007, a possible arson fire tore through 

the courtyard of Peralta Elementary School in Oakland, 

California, damaging parts of the office, library, and 

adjacent classrooms, causing an estimated $500,000 in 

damage.15

■ On May 22, 2007, two teenagers were charged with 

trying to burn down Wake Forest-Rolesville High School 

in Wake Forest, North Carolina, so they wouldn’t have 

to go to school. The teens tried to burn toilet paper rolls 

and a garbage can in a bathroom.16

■ On June 26, 2007, a fire destroyed the playground at 

Edgemere Elementary School in El Paso, Texas. Witnesses 

reported seeing three teenagers flee the scene. Damage 

was estimated at $100,000.17

Conclusion

School security must not compromise fire safety. Both 

school safety and security needs should be addressed 

through cooperation between school security and the local 

fire service.

Early identification of young firesetters through teacher, fire 

service, and judicial system partnerships gives communities 

the opportunity to provide fire education and, if necessary, psychological intervention, which will reduce future 

juvenile-set fires. 

Like most fires, those in schools are largely preventable through increased fire safety education, supervision, 

intervention, and technological innovation. For further 

nformation, particularly on juvenile firesetter intervention 

programs, contact your local fire department or the U.S. Fire 

Administration.

To request additional information or comment on this report, visit

http://www.usfa.dhs.gov/applications/feedback/
TFRS Volume 8, Issue 1/ School Fires Page 6

Related Topics:

■ School Fires: Volume 4, Issue 6, December 

2004, http://www.usfa.dhs.gov/downloads/

pdf/tfrs/v4i6.pdf

■ School Fires: Volume 2, Issue 9, March 2002, 

http://www.usfa.dhs.gov/downloads/pdf/tfrs/

v2i9-508.pdf

Notes: 

1 For purposes of this report, “fires on nonadult school properties” 

include all fires occurring on property used for nonadult education, from day care through high school.

2NFIRS 5.0 contains both converted NFIRS 4.1 data and native 

NFIRS 5.0 data. This topical report includes only native 5.0 data 

and excludes incident type ‘110’ since it is a 4.1 conversion code.

3National estimates are based on 2003-2005 native version 5.0 

data from the National Fire Incident Reporting System (NFIRS) 

and national fire loss estimates from the National Fire Protection 

Association’s (NFPA) Annual Survey of fire loss. Fires are rounded 

to the nearest 100, deaths to the nearest 5, injuries to the nearest 

25, and loss to nearest $M.

4Distribution statistics and per-fire losses are based on 2003-2005 

NFIRS 5.0 data.

5Ninety-six percent of school structure fires are fires in the building itself (versus other built structures such as fences). As a result, 

the analyses are easily applied to school building fires.

6Our Lady of the Angels School Fire, http://www.olafire.com/

7National Association of State Fire Marshals. “Catastrophic Fire 

Prevention Task Force, School Fires,” http://www.firemarshals.org/

mission/catastrophic/docs/school_fire_project.pdf, October 2001.

8

The cause percentages reflect the revised cause methodology 

implemented by the USFA as of May 2007. The revised methodology takes advantage of data elements available in NFIRS 5.0. 

Comparisons to cause distributions prior to May 2007 may not be 

appropriate.

9 Jamie Fry, SOS Fires: Youth Intervention Programs. “Youth firesetting: Collaboration Between Teachers and Fire Service Personnel 

for Early Identification and Intervention,” http://www.sosfires.

com/Collaboration%20Between%20Teachers%20and%20Fire%20

Service.htm

10Office of the Washington State Fire Marshal, “Reporting School 

Fires,” http://www.wsp.wa.gov/fire/rptschfr.pdf

11 Jamie Fry, SOS Fires: Youth Intervention Programs. “Youth 

Firesetting: Collaboration Between Teachers and Fire Service 

Personnel for Early Identification and Intervention,” http://www.

sosfires.com/Collaboration%20Between%20Teachers%20and%20

Fire%20Service.htm

12Office of the Washington State Fire Marshal. “Reporting 

School Fires, A Step-by-Step Guide for Teachers and School 

Administrators,” http://www.wsp.wa.gov/fire/rptschfr.pdf

13Using the NFIRS 5.0 definition of type of material first ignited. 

Wood is defined as wood or paper, processed, other (60) and 

wood chips, sawdust, and shavings (61).

14 Fort Bend Now. “Needville Teen Confesses to Setting Fire That 

Destroyed Two High School Buildings,” http://www.fortbendnow.

com/news/2880/, May 07, 2007

15Oakland Tribune. “Possible Arson Fire Damages Peralta 

Elementary,” http://findarticles.com/p/articles/mi_qn4176/

is_20070327/ai_n18760474, March 27, 2007

16The News & Observer. “Teenagers Arrested in School 

Fires,” http://www.newsobserver.com/news/crime_safety/

story/582519.html, May 28, 2007

17Newschannel 9, KTSM-TV. “School Fires The Work of Arsonists,” 

http://www.ktsm.com/news/local/8198072.html