Abstract
School landscapes are increasingly recognized as essential components of sustainable educational environments, offering cognitive, emotional, and social benefits beyond traditional classrooms. This study examines the role of landscape design in promoting sustainable school environments and its impact on learning outcomes and community use in public secondary schools in Ikorodu, Lagos State. Using qualitative case studies, including observations of landscape features and site analyses, the research evaluates the presence and effectiveness of green spaces, shaded areas, and multifunctional outdoor learning environments. Evidence indicates that well-designed landscapes enhance student attention, reduce stress, foster engagement, and support environmental awareness, aligning with Attention Restoration Theory and sustainability frameworks (Chawla et al., 2020; Ajayi et al., 2024; UNESCO, 2020). Additionally, landscaped school grounds provide venues for community activities, promoting social cohesion and multifunctional use in urban contexts (Ogunseitan, 2021; Akande et al., 2023). The findings underscore the necessity of integrating sustainable landscape planning into school development strategies to improve academic performance, student wellbeing, and community interaction. This study offers evidence-based recommendations for architects, planners, and policymakers seeking to enhance the educational and social functions of public secondary school environments in rapidly urbanizing areas of Nigeria.