[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-109267-en":3,"doc-seo-109267-105":31,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},109267,16904993612988,"Olivia Brown","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","Green, Resilient, Inclusive, and Learning-Oriented (GRILO) Schools in Brazil - Main Messages and Research Findings","Green, Resilient, Inclusive, and Learning-Oriented (GRILO) schools define minimum conditions for learning environments that align with positive learning outcomes in Brazil. The report shows notable gaps: sizable shares of primary and secondary schools fail at least one GRILO criterion, with South and Southeast states scoring higher while the North and Northeast lag across subindexes. Full-time upper secondary schools tend to be more resilient, inclusive, and learning-oriented than regular ones, and municipal—especially rural—schools generally require more support. Green and learning-oriented subindexes correlate with achievement even after accounting for confounders. Investment strategies should use comprehensive GRILO data and map schools in risk-prone areas, supported by targeted steps including local mapping and disaster risk assessment.","Public Disclosure Authorized Public Disclosure Authorized  \nGreen, Resilient, Inclusive, and Learning-Oriented (GRILO)  \nSchools in Brazil  \nGiovanna Quintão1 Leandro Costa2  \nMain Messages  \n✓ Green, resilient, inclusive, and learning-oriented (GRILO) characteristics are the minimum conditions necessary for developing a learning environment correlated with positive learning outcomes.  \n✓ In Brazil, the percentage of primary and secondary schools that do not meet the minimum criteria for the individual green, resilient, inclusive, and learning-oriented classifications, is 16. 2, 10.6, 24.2, and 32.5 percent, respectively.  \n✓ States in the South and Southeast have better GRILO subindex scores, while the North and Northeast lag in all aspects.  \n✓ Full-time upper secondary schools are generally more resilient, inclusive, and learning-oriented compared to regular upper secondary schools.  \n✓ Municipally-run schools, especially rural ones, are less green, resilient, inclusive, and learningoriented compared to regular, state schools.  \n✓ The green and the learning-oriented subindexes are positively correlated with student learning, even when controlled for confounding variables.  \n✓ Investment strategies for school infrastructure should be informed by comprehensive data on the current GRILO condition of schools and their location in risk-prone areas.  \n1 Junior Professional Associate at the World Bank  \n2 Senior Economist at the World Bank  \nTable of Contents  \n1. Introduction .......................................................................................................................................... 3  \n2. What are GRILO schools?...................................................................................................................... 5  \n2.1 Green schools................................................................................................................................ 5  \n2.2 Resilient schools............................................................................................................................ 7  \n2.3 Inclusive schools............................................................................................................................ 9  \n2.4 Learning-oriented schools........................................................................................................... 11  \n3. The GRILO index in Brazil .................................................................................................................... 14  \n3.1 States in the South and Southeast have the highest GRILO index scores .................................. 17  \n3.2 Full-time upper secondary schools have better environments .................................................. 19  \n3.3 Municipal networks, especially rural schools, need more assistance ........................................ 20  \n4. Does the GRILO index relate to learning outcomes? .......................................................................... 22  \n5. Where are the schools at risk?............................................................................................................ 24  \n5.1 Droughts...................................................................................................................................... 24  \n5.2 Temperature increase ................................................................................................................. 24  \n5.3 Schools at risk ............................................................................................................................. 25  \n6. What can be done? Defining the scope and strategy for targeted school investments .................... 27  \n✓ i. Identify the target schools ........................................................................................................... 27  \n✓ ii. Conduct local mapping..........................................................................................................","cbCaipPIVeasbk8t","https://ap.wps.com/l/cbCaipPIVeasbk8t","pdf",1215852,4,1,39,"English","en",105,"# Introduction\n# What are GRILO schools?\n## Green schools\n## Resilient schools\n## Inclusive schools\n## Learning-oriented schools\n# The GRILO index in Brazil\n## States in the South and Southeast have the highest GRILO index scores\n## Full-time upper secondary schools have better environments\n## Municipal networks, especially rural schools, need more assistance\n# Does the GRILO index relate to learning outcomes?\n# Where are the schools at risk?\n## Droughts\n## Temperature increase\n## Schools at risk\n# What can be done? Defining the scope and strategy for targeted school investments\n# Conclusion\n# References\n# Appendix I: GRILO methodology\n# Appendix II: Variables description\n# Appendix III: Minimum critical values","[{\"question\":\"What is the GRILO concept for schools in Brazil?\",\"answer\":\"GRILO defines minimum conditions—green, resilient, inclusive, and learning-oriented—that shape learning environments linked to positive learning outcomes.\"},{\"question\":\"Which regions and school types score better on the GRILO index?\",\"answer\":\"States in the South and Southeast have higher GRILO subindex scores, while the North and Northeast lag. Full-time upper secondary schools are generally more resilient, inclusive, and learning-oriented than regular ones.\"},{\"question\":\"How does GRILO relate to student learning outcomes?\",\"answer\":\"The green and learning-oriented subindexes show a positive correlation with student learning, even when controlling for confounding variables.\"},{\"question\":\"How should targeted investments be planned for at-risk schools?\",\"answer\":\"Use comprehensive GRILO data and school location in risk-prone areas, then follow a targeted sequence: identify target schools, conduct local mapping, conduct disaster risk assessment, select schools, and design the intervention scope.\"}]","Green, Resilient, Inclusive, and Learning-Oriented (GRILO) Schools in Brazil - Main Messages and Research Findings | PDF",1784478276,98,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":91,"head_meta":93,"extra_data":95,"updated_unix":29},"green-resilient-inclusive-and-learning-oriented-grilo-schools-in-brazil-main-messages-and-research-findings","",{"@graph":37,"@context":90},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":20},"https://docshare.wps.com/document/green-resilient-inclusive-and-learning-oriented-grilo-schools-in-brazil-main-messages-and-research-findings/109267/",{"url":53,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":42,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-30","2026-07-19",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82,86],{"name":73,"@type":74,"acceptedAnswer":75},"What is the GRILO concept for schools in Brazil?","Question",{"text":76,"@type":77},"GRILO defines minimum conditions—green, resilient, inclusive, and learning-oriented—that shape learning environments linked to positive learning outcomes.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"Which regions and school types score better on the GRILO index?",{"text":81,"@type":77},"States in the South and Southeast have higher GRILO subindex scores, while the North and Northeast lag. Full-time upper secondary schools are generally more resilient, inclusive, and learning-oriented than regular ones.",{"name":83,"@type":74,"acceptedAnswer":84},"How does GRILO relate to student learning outcomes?",{"text":85,"@type":77},"The green and learning-oriented subindexes show a positive correlation with student learning, even when controlling for confounding variables.",{"name":87,"@type":74,"acceptedAnswer":88},"How should targeted investments be planned for at-risk schools?",{"text":89,"@type":77},"Use comprehensive GRILO data and school location in risk-prone areas, then follow a targeted sequence: identify target schools, conduct local mapping, conduct disaster risk assessment, select schools, and design the intervention scope.","https://schema.org",{"og:url":53,"og:type":92,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":94,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":97},[98,102,106,110,115,120,125,128,133,136,140],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":107,"show_sort_weight":108,"slug":109},"Exam",70,"exam",{"id":111,"doc_module":4,"doc_module_name":47,"category_name":112,"show_sort_weight":113,"slug":114},5,"Comic",60,"comic",{"id":116,"doc_module":4,"doc_module_name":47,"category_name":117,"show_sort_weight":118,"slug":119},6,"Technology",50,"technology",{"id":121,"doc_module":4,"doc_module_name":47,"category_name":122,"show_sort_weight":123,"slug":124},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":126,"slug":127},30,"research-report",{"id":129,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":131,"slug":132},9,"Religion & Spirituality",20,"religion-spirituality",{"id":131,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":131,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":47,"category_name":142,"show_sort_weight":111,"slug":143},19,"General","general"]