Abstract

School grounds serve as vital learning and recreational spaces that contribute significantly to
pupils’ physical, cognitive, and social development. However, in many Nigerian public primary schools,
these spaces are underutilized or inadequately designed to support holistic education. This study
assesses the effective use of primary school grounds in the selected study area, focusing on patterns of
pupil engagement, environmental quality, and design functionality. A mixed-methods approach was
employed, combining structured observation, pupil and teacher surveys, and physical site audits across
12 public primary schools. Data were analyzed using descriptive statistics and thematic content analysis.
Findings reveal that most school grounds are used predominantly for unstructured play, with limited
integration into teaching and learning activities. Barriers to effective use include inadequate shade,
poorly maintained surfaces, lack of play equipment, and absence of dedicated outdoor learning zones.
The study recommends a climate-responsive, inclusive design framework that integrates pedagogical
objectives into the planning of school grounds to enhance both formal and informal learning.