# Risk and Resilience Assessment of Lisbon's School Buildings Based on Seismic Scenarios
## 1 Introduction  
Measuring community resilience is recognized as an essential step towards reducing disaster risk and being better prepared to withstand and adapt to a broad array of natural and human-induced disasters [1]. Moreover, given the increasing concentration of people, activities, and resources in urban areas, the concept of community resilience gained increasing attention in the scope of city management [2]. Schools play a critical role, both in the education and development of a community and in the response and recovery of a natural disaster. Although schools were identified as a highly vulnerable component of a city building stock [3], they should be able to remain operational after a disaster so that they may allocate key post-event services, such as medical aid, temporary shelter, among others. As a consequence, school buildings are usually set as a priority for assessment and resource allocation for structural retrofitting [4]. Recently, the Comprehensive School Safety Framework (CSSF) [5] proposed an integrated approach to reduce disaster risk and promote resilience in the education sector [6]. Furthermore, some of the world disaster reduction campaigns led by the United Nations International Strategy for Disaster Reduction (UNISDR) were carried out together withvarious partner organizations under the theme of \"Disaster Risk Reduction Begins at School\" [7]. Recent earthquakes confirmed the significant vulnerability of school buildings. In fact, about 19,000 children died during the 2005 Kashmir earthquake (M\({}_{\text{w}}\) = 7.6) in Pakistan, most of them due to the collapse of school buildings that were affected to a much higher proportion than other buildings [8]. A medium-sized earthquake (M\({}_{\text{w}}\) = 6.4) in 2003 caused the collapse of three new schools and a dormitory building in Bingol, Turkey, in which 100 people were killed [9]. During the 2003 Boumerdes (Algeria) earthquake (M\({}_{\text{w}}\) = 6.8), 564 out of 1800 schools were severely damaged [10]. The 2002 Molise, Italy earthquake (M\({}_{\text{w}}\) = 5.6) killed 27 children and one teacher due to the collapse of a school building [11], representing 93% of the total number of deaths. Moreover, a significant portion of the school building portfolio was designed prior to the existence of seismic design provisions and/or constructed according to obsolete structural codes, which include little to no provisions for earthquake resistance and detailing. Although the vulnerability of school buildings was studied in the past [3; 4; 9; 12; 13; 14; 15; 16; 17; 18], in Portugal, school buildings were only studied starting in 2007 [19; 20; 21], and no regional or national strategy exists to mitigate seismic risk. Taking as an example the Portuguese public secondary (10 th to 12 th grade--similar to high school in the US) education school building portfolio in mainland Portugal, it currently includes about 400 schools [19]. Of these, 23% were built before the end of the 1960s, just before or shortly after the publication of the first seismic design code provisions, the Code for Building Safety against Earthquakes, RSCCS (Decree No. 41658, 1958), and 46% were built in the 1980s, with a significant proportion predating 1983, when the Code for Safety and Actions for Building and Bridge Structures, RSAEEP (Decree-Law No. 235, 1983), and the Code for Reinforced and Prestressed Concrete Structures, REBAP (Decree-Law No. 349-c, 1983), came into force. Regarding Lisbon's schools for secondary education and second and third cycles of basic education, 38% were built before the end of the 1960s and 28% were built in the 1980s [22]. This highlights the importance of assessing the Portuguese school building portfolio. As far as the authors are concerned, a national systematization of school buildings and their structural characteristics is not publicly available in Portugal.