School Buildings Research Articles

Development of mechanics-based fragility curves for the Italian masonry school asset

This article presents the derivation of a fragility model for the Italian masonry school building asset, comprising 265 sets of fragility curves for as many building types, classified on the basis of few parameters: construction age, number of stories, plan area, and type of masonry (i.e. with regular or irregular pattern). The fragility assessment was carried out by means of parametric analyses, generating more than 7500 samples which were then analyzed through the mechanics-based procedure Vulnus. Sample fragilities were then linearly combined to obtain fragility curves consistent with the adopted taxonomy based on few parameters. A macroseismic–heuristic model from the literature was used to extend the fragility model to five damage states, according to the European Macroseismic Scale (EMS98). The proposed model was compared to empirical information in terms of observed damage on three existing schools and fragility curves recently derived by processing data of school damaged by the 2009 L’Aquila earthquake, showing a satisfactory agreement. In addition, a comparison with fragility sets for residential buildings was carried out. Both fragility models were developed with the same procedure, so as to point out differences between schools and ordinary buildings. Similar fragilities were observed for schools and residential buildings built before 1945, whereas for later periods, schools showed a higher fragility than the residential asset. Finally, seismic damage maps were developed at national scale showing the distribution of expected damage as a possible application of the derived model.

Classroom architecture and the gaze. Beyond the Panopticon

ABSTRACT This article begins by considering the radical changes that occurred in architecture throughout the twentieth century due to the influence of Le Corbusier and the ensuing movement of modernism. Though the building of schools was embroiled in this architectural movement, the classrooms within them remained broadly the same as they had been in the previous century, something that might pose a limit to the forms of education that take place within. Classrooms are then explored in the article in terms of their design and symbolic functions, both of which pertain to questions concerned with light, seeing, and the gaze. The article then introduces two key concepts that are useful for considering the gaze, Foucault’s Panopticon and Lacan’s psychoanalysis, to engage with the classroom architecture. Finally, the article proposes a rethinking of classroom architecture to encourage new forms of learning to take place.

Can Buildings Make Teachers Leave? The Complex Relationship Between Teachers and Their School Building: From an Interior Designer’s Perspective

ABSTRACT This study explores the link between perceived indoor air quality (IAQ) and teacher attachment in schools, focusing on 242 teachers across 38 buildings. It combines surveys assessing IAQ perceptions and health symptoms with in-depth interviews to understand teachers’ emotional ties to their workplaces. Findings indicate a significant relationship between IAQ concerns and negative place attachment, particularly among teachers experiencing health symptoms or dissatisfaction with ventilation quality, with teachers expressing detachment behaviors. The results underline the importance of addressing IAQ to enhance teacher retention and suggest a need for further research on interventions across various contexts.

Environmental Design on Site-Specific Energy Solidary Communities around Public High Schools in the Metropolitan Area of Naples (Italy)

Renewable energy communities (RECs) around photovoltaic systems on public buildings are optimal solutions to counter energy poverty, ensuring all stakeholders access to cheap, reliable, sustainable, and modern energy systems. As the neighborhood is the minimum suitable unit for the implementation of highly sustainable settlements, this article discusses the potential and criticality of RECs at this scale in southern Italy. Starting with the concept of RECs, this study presents a methodology to size sustainable urban communities around school buildings. It integrates practical energy indicators with those defining performance in vegetation and water management. The impact of these factors is analyzed to identify the ideal community size in terms of energy efficiency, economic value, and social cohesion. An interactive scorecard ranks high school sites suitable for transformation into community hubs, taking into consideration the scale of substation distribution. The findings provide empirically validated operational guidelines and best practices to support the transition to smart, efficient, and socially inclusive communities. At the urban scale, the analysis evaluates different urban morphologies, microclimates, characteristics and density of buildings, and population around each assumed community hub. The study provides valuable guidance to local designers, planners, and administrators for the implementation of sustainable technologies by preparing a map of potential RECs.

Empowering Students to Create Climate-Friendly Schools

In Germany, there are over 32,000 schools, representing great potential for climate protection. On the one hand, this applies to educational work, as understanding the effects of climate change and measures to reduce GHG emissions is an important step to empower students with knowledge and skills. On the other hand, school buildings are often in bad condition, energy is wasted, and the possibilities for using renewable energies are hardly used. In our “Schools4Future” project, we enabled students and teachers to draw up their own CO2 balances, identify weaknesses in the building, detect wasted electricity, and determine the potential for using renewable energies. Emissions from the school cafeteria, school trips, and paper consumption could also be identified. The fact that the data can be collected by the students themselves provides increased awareness of the contribution made to the climate balance by the various school areas. The most climate-friendly school emits 297 kg whilst the school with the highest emissions emits over one ton CO2 per student and year. Our approach is suitable to qualify students in the sense of citizen science, carry out a scientific investigation, experience self-efficacy through one’s own actions, and engage politically regarding their concerns.

Schools history representation through the preservation of educational everyday life artifacts through the process of renovation and construction of school buildings

Introduction. The relevance of the problem of studying and preserving artifacts of educational everyday life of school buildings is due to large-scale renovation and construction of educational infrastructure in Russia. Frequently, during renovation, along with the old walls, historical artifacts of everyday educational life irrevocably go into the past, and the history of the school itself disappears with its established traditions, events and ways of life. In this regard, it is very important to preserve and integrate historical artifacts of everyday school life into new school interiors, which makes it possible to create a comfortable and emotionally safe educational environment for students without losing the historical school identity. The purpose of the research is to identify approaches to representing the history of a school through the preservation of artifacts of educational everyday life in the process of renovation and construction of new school buildings. Materials and methods. Systemic and environmental approaches were used to determine the significance of the problem of preserving and representing artifacts of educational everyday life in the process of renovation of outdated funds and new construction of school buildings to maintain the emotional connection of modern students with the historical heritage of the school, its traditions, way of life, and identity. The research methods determined: analysis of theoretical sources and existing practices of working with artifacts during major repairs and construction of schools, in-depth interviews with representatives of the administration of educational organizations, photographic fixation of artifacts available in educational organizations, expert discussions at round tables and seminars at events of various levels. Results. Based on the data obtained as a result of the conducted research, five approaches to the preservation and representation of their history by educational organizations have been identified, namely: the building is considered as an artifact of a certain historical period, there is a partial preservation of interior artifacts of the past, new artifacts are being developed, a museum of artifacts of educational everyday life is being created, artifacts are used in the educational process. Conclusion. The implementation of the research results will allow us to develop new action algorithms in the renovation and design of schools, taking into account their cultural and historical heritage through the preservation of artifacts of educational everyday life and their careful inclusion in modern and updated interiors.

A study of the response of reinforced concrete frames with and without masonry infill walls to earthquake motions

In developing countries prone to frequent earthquakes, it is common practice to use masonry infill walls as partitions in reinforced concrete frame buildings. Frames with infill have smaller drift demands and smaller drift capacities relative to similar frames without infill. Whether the relative reduction in drift demand offsets the plausible reduction in drift capacity remains open to discussion. This investigation provides experimental evidence on drift demands and drift capacities for both frames with and frames without infill. To make fair comparisons, only experiments where sets of nominally identical reinforced concrete frames, at least one frame with no infill and at least one frame with infill, are considered. Because many static experiments provide evidence for the reduction in drift capacity caused by infill, the objective of the dynamic experiments described in this study is to quantify the reduction in drift demand attributed to infill. Results of dynamic tests show that frames with infill drifted no more than one-third the amount similar frames without infill drifted in simulated base motions of the same intensity. Results of static tests show that the smallest drift capacities of frames with infill were approximately one-half of the drift capacities of similar frames without infill. These two experimental observations indicate that infill reduces drift demand more than it reduces drift capacity suggesting an overall beneficial effect of the infill. Field data were used to test this idea. Based on surveys of low-rise school buildings, RC frames with more full-height infill walls tend to have less earthquake damage than frames with less infill. A convenient method to quantify the amount of infill walls in buildings is computing wall ratios defined as the ratio of cross-sectional area of masonry infill walls on ground floor to total floor area above ground floor. Projections of the field data suggest that infill wall ratios of at least 0.5% in both directions of a building reduce the likelihood of severe structural damage by 300% compared with smaller ratios. The use of infill presents an inexpensive yet effective retrofit technique, even if only for temporary use, for strengthening buildings vulnerable to earthquake damage.

Examining Preschool Children’s Perceptions of School

The study employed a qualitative case study design to explore preschool children’s perceptions of school. The research involved 100 children aged 5–6 years from five different kindergartens during the fall semester of the 2022–2023 academic year. Data were collected through the ‘School Perception Interview Form’ and ‘School Picture Drawings’ to explore the children’s perceptions. To comprehensively analyze the collected data, the study employed content analysis, a common method used in qualitative data analysis. The content analysis process involved four stages: coding the data, identifying themes, organizing codes and themes, and describing and interpreting the findings. The study findings revealed that the children perceived school as a place for learning new things and experiencing happiness. Their favorite activity was art, and they enjoyed the school’s garden area. They preferred Lego/blocks and puzzles the most. Overall, they exhibited a positive attitude toward attending school, and their drawings depicted school buildings.

Integration of Building Information Modeling and Stormwater Runoff Modeling: Enhancing Design Tools for Nature-Based Solutions in Sustainable Landscapes

Building information modeling (BIM) has been used by the architectural and engineering disciplines to streamline the building design, construction, and management process, but there has been much more limited experience in extending the application to landscape design and implementation. This study integrated BIM software (Autodesk InfraWorks 2024.1) with a dynamic, process-oriented, conceptual hydrologic/hydraulic model (PCSWMM 2023, version 7.6.3665) to enhance the analytical tools for sustainable landscape design. We illustrate the model integration through a case study that links an existing nature-based solution (NbS) development, the PTT Metro Forest Park, Bangkok, Thailand, with theoretical new-build NbS for an adjacent property. A BIM school building was virtually situated on an empty lot beside the Metro Forest Park and seven NbS scenarios were run with design storms having 2-year, 5-year, and 100-year return intervals. The combination of a rain garden, permeable pavement, a retention pond, and a green roof was effective in sustainably managing runoff from the theoretical new-build site discharging to the Metro Forest. NbS design characteristics such as rain garden substrate depth and green roof area were optimized using the hydrologic/hydraulic model. Model results showed that even with the 100-year rainfall event, the existing Metro Forest pond storage capacity was sufficient so that flooding on the property would not occur. The consideration of connectivity between NbS features is facilitated by the modeling approach, which is important for NbS planning and assessment at a regional scale.

Growing up in discomfort: Exploring energy poverty and thermal comfort among students in Portugal

Energy poverty is a growing multidimensional concern worldwide, with children and young people particularly vulnerable. This age group spends a significant amount of time in both their houses and school buildings. To date, there has been little research on the dual vulnerability to inadequate thermal comfort conditions in these two environments. In Portugal, the exposure to inadequate thermal comfort in school buildings varies due to disparities in renovation efforts. This work aims to assess upper secondary school students' perception of energy poverty at home and thermal comfort inside classrooms. A survey method was employed comparing a sample of students from one renovated and one non-renovated school located in the Lisbon district. Surveys were complemented with interviews and surveys completed by other school stakeholders. The results indicate that between 4.2 and 14 % of students live in permanent discomfort (i.e., uncomfortable both at school and home). Despite the discomfort levels observed in students from the renovated school, it is possible to say that the renovation alleviated levels of discomfort. Students with health conditions and disadvantaged backgrounds were more likely to report discomfort than those who did not. This study raises awareness of an underexplored vulnerable group and provides valuable insights into the issue of energy poverty among young people. It addresses the need to incorporate this age group in energy-related school policies and future renovation programs.

Optimization of Electrical and Thermal Storage in a High School Building in Central Greece

Nearly zero-emission buildings (nZEBs) are increasingly being constructed in Europe. There are also incentives to refurbish older buildings and transform them into nZEBs. However, permission is not always granted for their connection to the grid to infuse surplus photovoltaic electricity due to the grid being overloaded with a large number of renewables. In this study, the case of a refurbished school building in Central Greece is examined. After refurbishing it, a significant amount of photovoltaic electricity surplus is observed during the summer and neutral months, which cannot be exported to the grid. The absence of an adequate battery storage capacity resulted in the rejection of an application for exporting the school’s surplus to the network and the photovoltaic installation staying idle. An alternative approach is proposed in this work, involving a shift in the export of the photovoltaic electricity surplus to the evening hours, in order for the school to be granted permission to export it to the network. To this end, an optimal battery storage size is sought by employing a building energy system simulation. The mode of operation of the battery designed for this application is set to discharge daily, in order to export the electricity surplus in the afternoon hours to the evening hours, when it is favorable for the network. Additionally, the optimal size of the thermal energy storage of the heating system is studied to further improve its energy efficiency. Our battery and storage tank size optimization study shows that a significant battery capacity is required, with 12 kWh/kWp photovoltaic panels being recommended for installation. The ever-decreasing cost of battery installations results in the net present value (NPV) of the additional investment for the battery installation becoming positive. The solution proposed forms an alternative path to further increase the penetration of renewables in saturated networks in Greece by optimizing battery storage capacity.

The Impact of Ground-Floor Elevation of School Buildings on Courtyard Wind Environment

The Impact of Ground-Floor Elevation of School Buildings on Courtyard Wind Environment

Energy Performance and Cost-Effectiveness Assessment towards the Nearly Zero-Energy School Buildings in Mild Climates

Energy Performance and Cost-Effectiveness Assessment towards the Nearly Zero-Energy School Buildings in Mild Climates

Simulating a Massive Shift towards Photovoltaics without Implying Land Consumption: A Stepwise Approach for Regional Decision Making

As part of the transition to renewable energy production, the use of photovoltaics is not sustainable per se. Planning can guide PV development while minimising possible negative impacts on society, the economy, and the environment. To date, however, the lack of adequate tools and information at the local level and the lack of integrated planning in the design of energy initiatives are key challenges. This paper aims to support a sustainable energy transition at the regional level and proposes a methodology to (i) determine the area required to achieve transition goals through PV; (ii) evaluate possible alternative surface categories for PV installation without consuming additional land. Through the illustrative case study of the Veneto Region, electricity demand is calculated based on consumption data, and the area needed to cover this demand through PV is calculated. Areas available for PV installation were mapped, classified (e.g., roofs of houses, parking lots, school buildings, …), and quantified through GIS. The results show that the available areas correspond to 11 times those needed to achieve the goals. This work provides a methodology to support regional decision makers to take a concrete step toward sustainable transition policies. This methodology can be replicated for other regional contexts.

Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy

AbstractNew school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well‐being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four‐dimensional environmental competence in exploiting the affordances enabled by ILE.

Seismic Damage Probability Assessment of Existing Reinforced Concrete School Buildings in Afghanistan

Existing Reinforced Concrete School buildings with low earthquake resistance may suffer structural failure or severe damage in a catastrophic seismic event. Ascertaining earthquake resistance in existing school buildings is vital to confirming the safety of students, teachers, and all school members. Reinforced concrete (RC) has been used significantly for numerous years as the primary material due to its easy access and low cost-effectiveness in construction. The current research focused on analyzing the existing RC school buildings designed and constructed in various regions of Afghanistan over the last three decades. Seismic fragility curves, which are generated from incremental dynamic analysis (IDA), have been used to evaluate the damage probability of RC school buildings against earthquake ground motions. In this investigation, 34 RC school buildings were selected from an extensive database and subsequently classified as either A-type or B-type based on specific criteria, including design details and construction year. Following this classification, an assessment of the seismic damage probability for these buildings was conducted using probabilistic models based on IDA curves. The results indicate that A-type school buildings with newer construction are less prone to damage compared to B-type school buildings, showing improved resilience. Especially the B-type buildings in seismic Zone-I are found to be highly vulnerable under the maximum considered earthquake scenarios.

School buildings as performative machines: the new architectural devices of control

ABSTRACT The past two decades saw a growing attention to the role of design for the geography of education and simultaneously shifted architectural attention towards the understanding of different forms of pedagogy. Yet, careful empirical engagements with the material architecture of contemporary school buildings and the experiences they mediate are still scarce or missing. Focussing on how mechanisms of control are imagined and practiced in the design and use of school buildings, this article fleshes out a picture of the performative spatial machinery of schools. It will do so drawing on designers’ accounts, plans and visions for a Building Schools for the Future (BSF) building in Liverpool, UK and on accounts of the experiences of different school dwellers. Overcoming the dualist understanding of education as an activity that happens in objective frames of learning (the static architecture of the schools) or the subjective interpretations of users (the perception of teachers and students), we trace specific practices of ‘dwelling’ in the school building and identify architectural and designerly techniques for modulating control. Instead of dissipating or reducing control, or merely re-producing the classic forms of power, this versatile and porous type of architecture, we argue, multiplies and diversifies the forms of ‘polycentric’ control exercised through various intersecting lines of sight and sound.

New Possibilities for Spatial Research: Re-Animating the Built Environment Through Speculative Maps and Models

This article presents creative methodologies for studying the emotionally charged environment of school buildings, with particular attention to situated movements and modes of engagement after the Covid pandemic. Drawing on digital-sensory methods and futuring practices, developed in collaboration with staff and students in a UK secondary school, we present a series of speculative architectural models and living maps. Our approach is informed by Bruno Latour’s concept of the Terrestrial as a metamorphic zone that includes the built environment, with connections to contemporary architecture and design practices. We use techniques in speculative cartography and cosmography, creating maps and models that show how students negotiate the affective atmosphere and social-material ecology associated with school buildings.

Energy consumption baseline for public schools in the West Bank-Palestine

Schools play a significant role in social development which is one of the three major pillars of sustainable development. Schools are also a hub to promote sustainable practices, and hence, it is imperative to measure the actual energy performance of school buildings. This research was designed to quantify the actual energy consumption in public school buildings in the West Bank in Palestine to establish a baseline for energy consumption in public school buildings. Methodologically, the historical energy performance of a representative random sample consisting of 103 schools in the West Bank was statistically analysed. The results show that the average annual energy consumption in public school buildings is 10,368 kilowatt-hour (kWh), while the annual energy use intensity is around 8.35 kWh/m2/year, and 35.44 kWh/student/year. The results presented in this research are not surprisingly low due to the fact that energy consumption in school buildings is heavily determined by heating, ventilation, and air conditioning (HVAC) systems which often do not exist in public school buildings in the West Bank. This research is the first to provide empirical statistical evidence about the actual amount of energy consumed in public school buildings in the West Bank, as well as it is the first to present a baseline energy consumption for public schools. The results presented in this research can be used as an industry benchmark by policy and decision-makers to assess green schools’ performance which, besides reducing the negative impacts on the environment, have the potential to improve health, productivity and, education environment.

RiskSchools: a prioritization-based system for the risk assessment of school buildings combining rapid visual screening smartphone app and detailed vulnerability analysis

AbstractA multi-purpose and multi-scale tool for the seismic vulnerability and risk classification of critical buildings, such as schools, is proposed for pre- and post-event decision-making to mitigate the risk and reduce losses. The herein proposed “RiskSchools” system, is capable of performing the seismic risk assessment and grading of school buildings at various scales (district, municipality, region etc.), using (a) a pre-seismic rapid visual screening and grading of the school buildings in different vulnerability-risk classes and (b) a seismic risk assessment of the school buildings population, applying probabilistic or scenario-based methods for the seismic hazard and analytical methods for the vulnerability and risk assessment, also leading to a grading of the buildings’ risk. The results of the two approaches are compared and combined through a flexible and adaptable expert elicitation scheme to provide a final classification of the seismic risk of the school buildings in the scale of interest and a prioritization scheme with respect to the need for seismic upgrade and retrofitting. The RiskSchools system consists of a powerful, state-of-the-art, user-friendly, and easy-to-use smartphone application for the compilation of the inventory and the rapid visual screening, and a project-dedicated multi-purpose webGIS platform for the seismic vulnerability and risk classification of school buildings at any scale. Although it is initially developed and applied to the school building stock of the Region of Central Macedonia in Greece, it has been specifically designed to be easily applied to other regions of Greece and worldwide and adapted to other critical buildings, like health care and hospital buildings. The ultimate scope of the RiskSchools System is to allow for the optimal design of decision-making procedures in support of disaster management to enhance critical buildings resilience.