On a mission

Sonny White, a student with the Institute of Fire Safety Managers, has completed a study into fire alarm systems with consideration for people with sensory sensitivities.

Student Sonny White’s research began from personal experience. “I wrote the Fire Industry Association (FIA) guidance note during the Covid-19 lockdown, when I was 15 years old,” he says. “I had seen my friends at school not coping when the fire alarm activated. For those with sensory sensitivities, meltdowns caused by things like the fire alarm activating have a significant impact. It can take up to a week for the effects of the experience to subside and they may have to be collected from school after the incident – this affects students’ learning and makes it much more challenging for staff too.

“I wanted to find a way to make things better for them, particularly regarding fire alarm systems, which are there to protect us and keep us safe.”

He considered four different special education needs (SEN) schools, comparing their fire alarm systems to the FIA guidance. The aim of these case studies was to provide real-life examples and demonstrate how to reduce the possibility of individuals who have adverse reactions to sudden loud noises, such as the fire alarm, experiencing difficulties. It also considered how the risk of fire alarms being falsely or maliciously activated, causing more frequent upset to individuals and their learning, can be reduced.

The four schools that took part in the research were:

• Austen Academy, Basingstoke, Hampshire – a newly constructed special school specifically designed solely for students with autism, with a capacity of approximately 130 students aged four to 16

• Henry Tyndale School, Farnborough, Hampshire – a SEN school catering for students with a wide variety of disabilities including those in wheelchairs and non-verbal students, which opened in 1990 and has capacity for 140 pupils aged two to 1
• Limpsfield Grange, Oxted, Surrey – the only school in the UK solely for girls who have autism. Housed in a Victorian building, which has been extended and upgraded, it was the only school assessed with boarding provision and caters for 90 girls; and

• Baycroft School, Fareham, Hampshire – a secondary school built in 1965 for children with learning difficulties, autism and sensory and language challenges, with around 185 students.

At each school, White assessed the fire alarm system in terms of activation devices, resilience from malicious and false activations, means of giving warning (including sound levels of audible devices) and the effect of the existing fire alarm on students. 

To do this, he visited each site during the school holidays and reviewed the existing fire alarm provision, plotting devices on a layout plan of the building. He then set off the fire alarm and carried out a sound level test in each room of the school using a calibrated sound meter. Finally, he discussed with teachers and support staff at the school how the students react when the fire alarm goes off and what they need to do.

Sonny’s findings

He discovered that most of the fire alarm systems complied with modern regulations, even though some systems were old. The installers appeared to have followed the standards and taken care to reduce false alarms with newer equipment when systems were replaced or changed overall.

The systems were able to function in a suitable manner, but installers for all four sites had not given adequate consideration to the occupants of the building – in particular their extreme sensitivity and adverse reactions to loud, sudden noises such as the fire alarm. He found that sound levels were significantly higher than required in BS 5839-1 and could be reduced without the need to deviate. This is particularly significant given that exposing the students in these schools to excessively loud noise is likely to cause adverse reactions.

He also found that the tones used across different sites varied significantly, with some sites having multiple tones for evacuation. The Standard Apollo Evacuation tone was one of the most frequently found in use at the case study sites and is recommended in the FIA guidance document. It is a clear and predictable tone, and does not change tone at a fast rate. This allows occupants to process each tone before changing, which can make the difference between an adverse reaction and a safe evacuation.

White says: “At 16, I applied for the research grant and I carried out the site visits. It has been a really good opportunity for me to gain experience in planning my research, collaborating with different professionals and writing reports. I have made some good links with industry and learnt a lot about fire alarms through my research – I plan to put this knowledge to good use in a fire safety role when I leave college this year.”

His hope is that the FIA guidance and his research raise awareness of the issue of sensory sensitivity among fire alarm designers and installers. He suggests that designers consider working collaboratively with school staff and students to better understand the needs of the students. For example, designers could consider using a Public Addressing Voice Alarm (PAVA) – a voice alarm rather than a tone – where possible, even demonstrating the different tones to building occupants and allowing them to have a say in the least affecting tone. Where this isn’t possible, he encourages the use of the Standard Apollo Evacuation tone or similar.

“I want designers to know that BS 5839-1 allows for deviations and that designers can discuss with school staff whether deviations for sound levels would be appropriate. I am keen for installers to set sound levels at no more than is required in the British Standard and to follow any SEN-related design details and ensure standardisation of tone across the site,” White says. He notes that Honeywell is currently considering how it can make its audible tones more inclusive for those with sensory sensitivities and hopes that other manufacturers will follow.

White concludes: “I am grateful to the headteachers and caretaking staff at each school for assisting me with this project, as well as my Fire Engineer Mentor Jacob Derrick, who accompanied me on the site visits. I would also like to thank Andrea White for assisting me in securing the funding and compiling the research report.” 

Sonny White was awarded a scholarship fund in 2022 by the Institute of Fire Safety Managers. His year-long project can be read at b.link/IFSM_SW

Applications are currently open until 31 July 2024 for fire-related research funding for 2025. Go to ifsm.org.uk/research-scholarships for further information.

Image credit | Supplied