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The socially sustainable school is an emergent concept appeared within the context of many significant changes in the world schools’ designs. Also, the functional performance is considered as a principal constituent for the socially sustainable schools. On the other hand, Iraqi schools are suffering, generally, from being of low functional performance; a problem resulted, as this research believes, from certain forms of considering the spatial adjacency and syntactic properties which are the most influencing factors for the schools’ functional performance. This research tackles the problem that there are no clear conceptions about the extent and how those properties are considered in the design practices of the Iraqi elementary schools. It adopts the objective of defining these conceptions using a method which includes defining the related influencing spatial adjacency and syntactic properties firstly, then measuring to what extent and how the defined properties are considered in the designs of Iraqi schools in comparision with the world design practice framed by the general theory of the socially sustainable schools. After discussing the results, the final conclusions which define the weaknesses and defecits of the local schools’ design practices regarding the consideration of the properties of interest are presented.

Considering the Spatial Adjacency and Syntactic Properties Affecting the Functional Performance of the Socially Sustainable Schools in Iraq