Influence of Classroom Environment on the Concentration and Learning of Pupils with Autism Spectrum Disorder in Lagos State Special Schools

Children with Autism Spectrum Disorder (ASD) are particularly sensitive to environmental stimuli, making classroom design and management a critical determinant of their learning outcomes. This study examined the influence of classroom environment on the concentration and learning of pupils with ASD in special schools in Lagos State, South West Nigeria. A descriptive observational survey design was used, involving 45 pupils with ASD and 30 special education teachers and counsellors across six special schools in Lagos Mainland and Lagos Island. An Environment Assessment Checklist and a structured Learner Observation Protocol were used for data collection. Data were analysed using mean scores and frequency distributions. Findings indicated that excessive visual clutter, noise levels, and unstructured transitions were the most disruptive environmental factors affecting ASD pupils' concentration. Schools with structured sensory-friendly modifications such as designated quiet zones and visual schedules reported significantly better learner engagement. Counsellors in these schools played a limited but potentially valuable role in classroom environment consultation. The study concluded that classroom environments in Lagos special schools require urgent sensory-sensitive redesign to support ASD learners. Recommendations included training counsellors in applied behaviour analysis and environmental structuring, and advocating for ASD-inclusive design standards in future school construction policies. Keywords: Autism Spectrum Disorder, classroom environment, concentration, special schools, Lagos State.