Abstract
Secondary school buildings in Nigeria are often designed with limited climatic responsiveness and minimal integration of natural elements, resulting in thermally uncomfortable learning environments. While global research links sustainable school design with improved cognitive and psychological outcomes, empirical evidence within the Nigerian context remains limited. This study assessed the influence of biophilic and passive green design strategies on student well-being and academic performance in Nigerian secondary schools. A quantitative cross-sectional survey was conducted among 635 senior secondary school students selected through stratified sampling. Data were collected using structured questionnaires measuring biophilic exposure, passive environmental conditions, student well-being, and academic engagement on a five-point Likert scale. Descriptive statistics and composite mean analysis were employed. Results reveal widespread dissatisfaction with environmental conditions. Mean scores for biophilic design (M = 1.84, SD = 0.41), passive environmental conditions (M = 1.85, SD = 0.38), well-being (M = 1.84, SD = 0.40), and academic engagement (M = 1.87, SD = 0.39) were all below the neutral midpoint. Additionally, 84% of students reported excessive classroom heat, while 94% believed academic performance would improve in more comfortable classrooms. Although students strongly perceived environmental effects on learning, statistical relationships with academic performance were weak. These findings highlight the critical role of climate-responsive and biophilic design in improving student experience and suggest that environmentally responsive school architecture should be integrated into future educational planning in tropical developing contexts.