The Swimming Pool Dilemma

Let’s "dive" into this topic! School natatoriums (i.e., swimming pools) are disappearing from new building designs and some existing pools are being converted for other functions. How did pools initially get into schools? Can today's schools afford to allocate resources to operating swimming pools?

Here's some history. In 1914, responding to high rates of U.S. drownings, the American Red Cross inaugurated a Lifesaving Corps that led to structured swimming programs. Swimming popularity soared after American swimmers' accomplishments in the Olympics and increased availability of aquatic activities. The 1930s New Deal incentivized pool construction; more than 700 new pools and hundreds were remodeled through 1938.

In England in the 1950s, the Ministry of Education and Science, various swimming associations and wealthy benefactors funded pool construction in and near schools. The U.S. took notice and started a new wave of pool construction.

In 1964, the National Swimming Pool Foundation of Washington D.C., the Red Cross, National Safety Council, and the Council for National Cooperation in Aquatics began "pools-in-schools" initiatives. Concurrently, civil rights breakthroughs were underway for public pool access.

The 1970s saw increased construction of pools in schools. However, expenses mounted, as did complaints about irrelevant programs and facility underuse. Consequently, community-and-school aquatics partnership programs emerged to maximize space and use.

Over time, pool viability shifted. In 2009, USA Swimming documented that public schools and municipalities were closing more than 300 pools annually. A 2023 survey by Pool & Hot Tub Alliance estimated that 309,000 public pools were still operating – a steady decline from 600,000 pools reported in 2009 by the U.S. Consumer Product Safety Commission.

Initial construction and ongoing operations costs of school pools are higher than other spaces, because of 1) specialty construction (e.g., basin, pipe tunnels, filtration systems, building enclosure, mechanical systems); 2) special features (e.g., underwater lights, observation windows, deck space, acoustical treatment); 3) staff requests for enhancements; and 4) inexperienced designers.

Costs to heat and cool the space, heat the water, and maintain the facility can be prohibitive. Replacement costs of piping, valves and other equipment can be excessive.

Many public school pools have been converted into other functions over the last 15 years. Pools have become fitness centers, gyms, classrooms, storage, and performance spaces. A Minnesota district infilled its 8-lane 25-meter pool with six 850-square-foot classrooms and circulation. South Washington County (Minnesota) Public Schools, Manitowoc (Wisconsin) Public Schools and Laramie (Wyoming) Central School District are closing or repurposing facilities because of enrollment declines and budget cuts.

For new pool construction, some schools seek private or community partners (e.g., municipalities, health clubs, colleges, hospitals) to help sustain operations and programming such as community lessons, competitive events, aquatics exercise and therapy).

Intermittently, some public schools and municipalities continue to build or renovate pool facilities. In 2015, the Shawnee Mission (Kansas) School District partnered with Johnson County Parks and Recreation and the City of Lenexa to construct an aquatics center. The City of Boston, Detroit Public Schools Community District, Waukee (Iowa) Community School District and the City of Waukee, and Merced (California) Union High School District are planning or have opened new or revitalized pools.

Before embarking on designs for new pools or conversions, facility planners should analyze the essentials (e.g., program impact, construction/operations/maintenance costs, partnership opportunities, conversion options) and evaluate whether having a pool is viable. Pools provide many benefits for learning, recreation, and personal development, and educatiion administrators have to decide if the price is right.

Paul W. Erickson, AIA/NCARB/REFP, partner and senior adviser, is past president of ATSR Planners/Architects/Engineers. He has 48 years of experience in school planning, design, and construction. Erickson can be reached at [email protected].