# Adaptation of the SBTool for Sustainability Assessment of High School Buildings in Portugal--SAHSBT
## 3 Materials and Methods
Indicator 16--Visual comfort: this indicator supports the adequate level of visual comfort to maintain the health and well-being of the users;  
Indicator 17--Acoustic comfort: this indicator supports the adequate level of acoustic comfort to maintain the health and well-being of the users;  
Indicator 18--Ergonomic comfort: this indicator supports the adequate level of ergonomic comfort to maintain the health and well-being of the users;  
Indicator 19--Mobility plan: this indicator supports the use of bicycles and the walking, and procedures that allow adequate mobility for people with some degree of difficulty in mobility, enlarging the quality of life of the students and employees of a school;  
Indicator 20--Occupants security and safety: this indicator supports the implementation of measures to ensure the safety and security of the students in different aspects;  
Indicator 21--Sustainability awareness: this indicator supports the increase of sustainability awareness among students, assisting them to follow sustainable practices in their routines and identify how to behave in a critical way with relation to sustainability issues;  
Indicator 22--Accessibility to public transport: this indicator supports the use of public transportation by students, enlarging the quality of life of the students and employees of a school and reducing the pollution produced by private vehicles;  
Indicator 23--Life cycle costs: this indicator supports the design and maintenance of school buildings with low life cycle costs;The main features and categories in SBTool\({}^{\text{PT}}\) STP for Office Buildings were discussed. Several of these categories, some with adaptations, are used in the methodology developed in this work--the SAHSB\({}^{\text{PT}}\) methodology. The indicators from the SBTool\({}^{\text{PT}}\)-STP for Office Buildings that were kept in SAHSB\({}^{\text{PT}}\) are the following: \"life cycle\" (I1); \"heat island effects\" (I2); \"land use efficiency\" (I3); \"certificated materials\" (I4); \"commissioning\" (I7); \"environmental management plan\" (I9); \"flexibility and adaptability\" (I10); \"water consumption\" (I11); \"water treatment and recycling\" (I12); \"storm water management\" (I13); \"mobility plan\" (I19); \"accessibility to public transport\" (I22); and \"life cycle costs' (I23). Other indicators were modified for several reasons, as explained below. The indicators of \"energy consumption\" (I5) and \"renewable energy\" (I6) had to be modified due to a 2013 change in the Portuguese legislation regarding energy. The SBTool\({}^{\text{PT}}\)-STP for Office Buildings was developed based on the Regulation for Energy Systems and Air Conditioning in Buildings (RSECE) [14] and on the Regulation of the Thermal Performance of Buildings (RCCTE) [15]. These regulations were replaced in 2013 by the Regulation of the Energy Performance of Residential Buildings (REH) [16] and the Energy Performance Regulation of Trade and Service Buildings (RECS) [17]. The indicator of \"reuse and recycle of materials\" (I8) is based on the indicators \"reused materials\" (I10) and \"recyclable materials\" (I11) in SBTool\({}^{\text{PT}}\)-STP for Office Buildings. These indicators exist to promote more frequent consideration related to this subject. In addition, the choice of recycled or recyclable building materials is made in the same phase of the project, which explains the union of these two indicators. Regarding indicators concerning the comfort of the user, such as \"indoor air quality\" (I14); \"thermal comfort\" (I15); \"visual comfort\" (I16); and \"acoustic comfort\" (I17); the SBTool\({}^{\text{PT}}\)-STP for Office Buildings was used as the basis. However, the scope of the indicators was modified, because SAHSB\({}^{\text{PT}}\) aims to serve the needs of children who remain confined for long periods in a learning environment; thus, some standards of comfort must be stricter. In this century, changes to high school buildings are usually made through reforms, with very few new constructions.