Dong, Jie; (2025) Cognitive Performance of Pupils as a Key Performance Indicator for Evaluation of School Building Stock Resilience in a Changing Climate. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Pupils with high cognitive ability tend to achieve higher learning outcomes because they are better able to acquire and use knowledge compared to those who possess lower levels of ability. English pupils spend approximately 70% of their time in school classrooms, and thus, their cognitive performance is significantly affected by the physical environments of the classrooms. English school buildings face two major challenges: climate change and the national net-zero carbon target, both of which can continuously impact pupils' cognitive performance by altering classroom environments. However, the extent to which these challenges impact cognitive performance of pupils in their classrooms remains unknown. Therefore, this PhD thesis aims to develop a methodological framework for modeling pupils' cognitive performance in English school classrooms, in order to evaluate these impacts. The framework consists of four modules: 1) School archetype model module; 2) Cognitive performance module; 3) Climate change module; 4) Climate mitigation and adaptation module. Based on this framework, the thesis first investigates the impacts of current and future climate on pupils’ cognitive performance to provide an overview of the climate resilience of existing school buildings. Then, the thesis examined the unintended consequences of climate mitigation measures on pupils’ cognitive performance under climate change. The key findings show that the current climate significantly impacts pupils' cognitive performance in English schools, with the most severe effects observed in Southern England. Future climates are expected to exacerbate cognitive performance loss across all regions. Ventilative cooling and air conditioning can mitigate these effects, though their effectiveness varies regionally and diminishes over time due to rising temperatures. It is estimated that insulating envelope of schools will lead to higher cognitive performance loss, particularly in Central and Northern England. Passive adaptation measures, such as increased ventilation and the use of blinds, can assist insulated schools in adapting to climate change. Air conditioning at a set-point of 25°C can provide cognitive and energy benefits in some insulated schools. The thesis highlights the necessity of integrating cognitive performance into school building resilience evaluations and recommends establishing benchmarks and standardized risk assessments targeting climate change. The findings aim to guide the retrofitting practices of English schools to address climate-related challenges, ensuring environments conducive to pupils’ learning. Collaboration among multiple stakeholders is crucial to enhancing the climate resilience of the UK's school stock, with cognitive performance loss serving as a ‘new language’ to facilitate better communication and understanding.

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