Supplementary file 1_Influence of neuro-architecture strategies in childhood learning.docx

Childhood is a crucial era for cognitive, emotional, and social development, yet many educational institutions in low-income countries frequently fail to create environments that further examine the impact of neuro-architectural methods on childhood learning in Ogere, Ogun State, Nigeria, with an emphasis on how the physical and sensory features of classroom environments influence developmental outcomes. The qualitative research included interviews with instructors and structured observation guides in three selected primary schools. Thematic analysis of the data revealed four major themes: ‘Learning Dynamics in Childhood Education’, ‘Neuro-Architectural Influences on Learning Spaces’, ‘The Influence of Neuro-Architecture on Childhood Development’, and ‘Adoption of Neuro-Architecture Strategies in School Design’. The findings suggest a strong association between spatial design and learning outcomes, while also highlighting significant architectural flaws, including overcrowded classrooms, low sensory engagement, and inadequate ventilation, all of which were associated with challenges in cognitive focus, emotional regulation, and social interaction. The findings show that, while natural light, air movement, and fundamental spatial structures were present, conscious neuro-architectural design was mostly absent. Overcrowding, poor ventilation, and insufficient sensory stimulation were found to be linked to difficulties to children's attentiveness, emotional regulation, and involvement. Teachers reported that environments with greater spatial flexibility, outside exposure, and visual variety promoted more cooperative and attentive behaviour. These observations align with neuroscientific research that correlates sensory-rich surroundings with enhanced memory, emotional balance, and neuroplasticity. This study proposes a context-sensitive design framework for neuro-diverse learners, featuring adaptable layouts, biophilic courtyards, passive cooling systems, and sensory zones. Such initiatives seek to alleviate cognitive fatigue, improve emotional security, and provide culturally relevant learning environments. Overall, the study shows that the current learning settings in Ogere do not fully exploit the architecture's potential as a developmental tool. However, by implementing purposeful, inclusive, and low-cost neuro-architectural treatments led by interdisciplinary collaboration and supported by policy, Nigerian childhood education can be transformed into an active, brain-sensitive system that supports overall growth.