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IMPACT OF SCHOOL ENVIRONMENT ON STUDENTS’ PYSCHO-SOCIAL DEVELOPMENT AND ACADEMIC PERFORMANCE: A CASE STUDY OF SECONDARY SCHOOL STUDENTS IN IKEJA LOCAL GOVERNMENT

ABSTRACT

This chapter presents the analysis and discussion of the data collected for this study on the impact of school environment on students' psychosocial development and academic performance in Ikeja, Nigeria. The results show a significant relationship between school environment and psychosocial development, as well as a significant impact of school environment on academic performance. Specifically, the findings indicate that teacher support and infrastructure are critical factors in promoting students' psychosocial development and academic performance. The results are consistent with previous research and have important implications for policy and practice. The chapter concludes with recommendations for improving school environment to support students' overall development.

CHAPTER ONE

INTRODUCTION

1.1 Background of Study

The school environment plays a vital role in fostering students' academic success, psychosocial development, and overall well-being. A conducive learning environment can positively impact students' motivation, engagement, and academic achievement (Hattie, 2009). In contrast, an unfavorable school environment can lead to decreased student motivation, increased stress levels, and poor academic performance (Wagner, 2010). Ikeja Local Government, like other urban areas, faces challenges in providing optimal learning environments for secondary school students. The rapid growth of student population, inadequate infrastructure, and insufficient resources have resulted in overcrowding, poor sanitation, and inadequate teaching facilities (Lagos State Government, 2020). These challenges can negatively impact students' psychosocial development and academic performance, highlighting the need for this study.

The school environment encompasses various factors, including physical, social, and cultural elements, which collectively shape students' experiences and outcomes (National Center for Education Statistics, 2019). A well-designed school environment can promote students' cognitive, emotional, and social development (Moore, 2012). For instance, natural light, comfortable temperatures, and adequate ventilation can improve students' physical and mental health (Kumar, 2017). Moreover, a school environment that fosters positive relationships among students, teachers, and staff can promote a sense of community and social support (Hamre, 2014). However, many schools in Ikeja Local Government lack these essential elements, which can hinder students' ability to succeed academically and socially.

The school environment significantly influences students' psychosocial development, including their emotional, social, and behavioral development (Wigfield, 2000). A supportive school environment can foster students' self-esteem, confidence, and emotional well-being (Roeser, 2001). Conversely, an unsupportive school environment can lead to increased stress levels, anxiety, and depression among students (Eisenberg, 2001). Moreover, the school environment can shape students' social skills, values, and beliefs (Hartup, 1999). For instance, a school environment that promotes diversity and inclusivity can foster students' empathy, tolerance, and social competence (Nieto, 1999). However, many schools in Ikeja Local Government lack diversity and inclusivity, which can negatively impact students' psychosocial development.

The school environment also significantly impacts students' academic performance (Hattie, 2009). A well-designed school environment can improve students' engagement, motivation, and academic achievement (Wagner, 2010). For instance, a school environment that provides access to modern technology, libraries, and laboratories can enhance students' learning experiences and outcomes (Lagos State Government, 2020). Conversely, an unfavorable school environment can lead to decreased student motivation, increased absenteeism, and poor academic performance (Wagner, 2010). Moreover, the school environment can influence teachers' morale, job satisfaction, and teaching effectiveness (Kraft, 2017). However, many schools in Ikeja Local Government lack

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