# Adaptation of the SBTool for Sustainability Assessment of High School Buildings in Portugal--SAHSBT
## 1 Introduction  
In the early 1970s, in light of mounting evidence and analysis on social development presented by the scientific community, it became increasingly clear that escalating rates of pollution in water, soil, and the atmosphere associated with the growth of the global population could have severe consequences for life on Earth. Thus, the concept of sustainable development was conceived andwas internationally recognized in 1972 in Stockholm at the first Earth Summit. Since then, general concern about the state of the environment and the potential consequences of the exponential increase in population--environmental pollution, resource consumption, and deforestation--has persisted [1]. Some advances have been made with the intention to increase sustainable construction, especially in the research and development of tools for the assessment of the sustainability of buildings. As a result of the use of these tools, it is possible to improve the sustainability of building construction [2]. These tools also distinguish between sustainable and unsustainable practices, thus facilitating conscientious decisions in projects and in construction phases. It is possible to improve the sustainability of building construction while taking into account environmental, social and economic aspects. Regarding the environmental aspect, sustainability tools can reduce the life cycle environmental impacts and heat island effects of the building, mitigate the environmental impact from the destruction of forests, reduce energy and water consumption, and minimize the volume of construction and demolition waste. With regard to the social aspect, the methodologies can increase the environmental comfort, productivity and life quality of students; prioritize access to public transport and facilities; improve occupants' security and safety; raise awareness among children about the importance of sustainability and promote the use of transport systems. It can also reduce the construction and maintenance costs of school buildings. Several countries have developed tools, such as the Sustainable Building Tool, (SBTool Canada), Leadership in Energy and Environmental Design (LEED, United States), Building Research Establishment Environmental Assessment Method (BREEAM, United Kingdom), Comprehensive Assessment System for Built Environment Efficiency (CASBEE, Japan), Haute Qualite Environmentale--High Environmental Quality (HQE, France), and the National Australian Built Environment Rating System (NABERS, Australia), that allow for sustainability assessments of buildings [3]. These tools were made with the purpose of being adapted to all types of constructions. However, the need for producing tools for specific buildings such as residences, offices, shopping centers, hospitals, and so on was gradually recognized. In 2009, the Sustainable Building Tool, Portugal (SBToolPT) was categorized into specific methodologies, such as SBToolPT-H (Sustainable Building Tool, Portugal, Homes), which concerns residential buildings [4], and in 2014 was further categorized into methodologies for the Urban Plan, SBToolPT--STPU [5]. The methodology for the Office Buildings [6] research project, SBToolPT-STP Tools, SBTool Portugal for Office (Servico) Buildings, Tourism (Turismo) Buildings and Urban Plan (Planejamento Urbano, [1], was presented at the International Conference SB13 (2013) in Portugal. Other systems have been developed and adapted according to the Portuguese reality, needs and requirements, such as Natura Domus, LiderA, and SBtoolPT [7]. None of these methodologies has any certification system specific to school buildings in Portugal. BREEAM, SBTool and LEED methodologies have elaborated on specific systems for school buildings, such as BREEAM Education (2008), SBTool for K-12 schools and LEED BD + C: Schools (2013). This is important, because the environment of schools is unique.