Development of Typology Specific Grading Framework to Evaluate Sick Building Syndrome Risk in Educational Building

The study establishes that Sick Building Syndrome (SBS) in educational buildings is a multifaceted issue influenced by the interaction of indoor environmental conditions and occupant- related factors. Through the review of existing literature, it is evident that parameters such as indoor air quality, thermal comfort, lighting conditions, and occupant density significantly impact both health and cognitive performance. In the context of educational environments, where prolonged exposure and high mental engagement are inherent, the implications of these factors become more pronounced. The primary objective of this research was to develop a typology-specific framework for evaluating SBS risk in educational buildings. This objective has been achieved through the identification of key parameters and the formulation of a semi-quantitative grading system. The proposed framework integrates observable environmental conditions, indicative data, and occupant perception into a structured evaluation model. By introducing a scoring mechanism and SBS Index, the study provides a systematic approach to assess indoor environmental performance without relying on advanced measurement tools. However, the study is limited by its reliance on observational and literature-based data, which may introduce subjectivity in evaluation. The absence of advanced environmental measurements and long-term monitoring restricts the precision of the assessment. Furthermore, the findings are influenced by contextual factors such as climate and building usage patterns, which may vary across different regions.   Future research can expand upon this study by incorporating real-time environmental monitoring, larger sample sizes, and comparative analysis across different building typologies. The framework may also be refined through integration with digital tools or building performance simulations to enhance accuracy and scalability. Despite these limitations, the study contributes a practical and adaptable tool for assessing SBS risk in educational buildings, emphasizing the importance of indoor environmental quality in shaping healthier and more effective learning environments.

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