Abstract
CCTV research has historically focused on four discrete dimensions: its evaluation , the formulation of metanarrative discourses of surveillance, its operation and the impact on privacy. What has consistently been missing from the research agenda is detailed accounts of how different groups understand and attribute meaning to the use of CCTV, and how experiences of the technology vary by individual, group, and location. This paper seeks to report the views and perceptions of pupils and teachers under visual surveillance in their schools. The findings are organised into three central themes. Firstly, it outlines the level of awareness of CCTV at the schools amongst teachers and pupils. Awareness is inextricably linked with a number of other themes, such as the effect of CCTV upon behaviour, CCTV as a deterrent against criminal activity, and perceptions of the impact of CCTV on privacy, because in order for individuals to conceive of any of these phenomena they must first be aware of the presence of CCTV in their locale. Second, it explores the meaning that the participants attribute to CCTV such as its objectives and the role they perceive it to have in the school. The third and final area of investigation explores the impact and effectiveness of CCTV.1 In other words, what effect is CCTV perceived to have (impact) and does it fulfil the objectives that the participants believed it to have been implemented to achieve (effectiveness)?