The master's thesis examines the role of fences around primary schools as both spatial and social phenomena that go beyond mere physical enclosure. Through theoretical reflection, the thesis finds that fences reflect ideologies of security, fear of crime, and policies of appropriating public space. Schools, as public institutions, find themselves in an ambivalent position: between the demand for children's safety and the need for dialogue with the city. To what extent are child safety in primary schools and fences surrounding them actually interconnected? Empirical analyses of 10 primary schools in Ljubljana reveal a strong connection, particularly in terms of traffic safety and the protection of school buildings from vandalism. However, aesthetically incomplete boundary elements reinforce the isolation of school spaces from public areas, negatively impacting the quality of urban public life. A particularly striking example is Miško Kranjec Primary School, where a high level of enclosure, despite its peaceful location, comes from the school’s internal policies and shortcomings of the architectural approach that would incorporate well-designed boundary elements. The project part of the thesis proposes renovation of the schoolyard by transforming the fence into a double-layered facade, re-introducing of the public pathway, connecting the school with the school playground, and converting part of the playground into a semi-public park. The thesis demonstrates that fences are not neutral elements but symbols of power that shape the relationship between the school and the city. The key conclusion is that the design of fences around primary schools should be based on an interdisciplinary approach that balances child safety with urban dialogue, aesthetics, and inclusive space usage. School spaces should be safe but not isolated. The thesis emphasizes the need to shift away from fear-based fencing towards thoughtfully designed boundary elements rooted in social responsibility.
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