Nigeria’s international school sector is attracting new investment as demand for premium education grows. However, what does this mean for families, teachers and school leaders working in the country?
Nigeria is already Africa’s most populous country. Its population is projected to grow further, strengthening demand for education across the country. Some projections suggest it could become the world’s third most populous nation by 2050.
The international school sector is also expanding. New names such as Rugby School Nigeria and Charterhouse Lagos are joining more established providers. Wellington College International Lagos is also among the schools planning an entry into the market.
Together, these developments reflect growing interest in Nigeria’s premium education sector. Families can choose from schools offering British, International Baccalaureate and Nigerian curricula. These institutions serve both local families and expatriate communities.
ISC Research data cited in the original report identifies around 400 international schools in Nigeria. They educate just under 150,000 pupils and generate an estimated US$2.4 billion (£1.8 billion) in fee income.
Malia Rowe, field research manager for Africa at ISC Research, describes Nigeria as a significant market for international education.
“Nigeria remains a leading market for international education”.
With the premium sector continuing to attract investment, she adds that “enrolment demand is holding steady and competition among providers is growing”.
But beyond the investment and enrolment figures, the experience of teachers and school leaders offers another perspective. Their insights reveal how schools approach safeguarding, pupil behaviour and the needs of diverse school communities.
We spoke to staff at four schools to understand what it takes to teach and lead in Nigeria.
How Nigeria International Schools Approach Safeguarding
Safeguarding is a key consideration for international schools, particularly those welcoming children from different backgrounds and communities.
At Rugby School Nigeria in Lagos, which opened in September 2025, principal Dr Adam England says child protection is taken seriously.
“Safeguarding is taken extremely seriously.”
The school has a dedicated vice-president responsible for safeguarding. Staff also receive training on multiple occasions to ensure they understand and follow the school’s procedures.
England says the school aims to maintain standards consistent with its British counterpart.
“If we did not match UK standards, we’d be out of business.”
A similar approach is followed at Broadoaks British School in Abuja. The school has more than 300 pupils, and head Dr Jill Cowie says its safeguarding procedures follow established UK guidance.
“We follow the Keeping Children Safe in Education (KCSIE) guidance and processes.”
Teachers receive regular Level 1 training. Designated safeguarding leads also undertake Level 3 and Level 4 training.
Cowie highlights the importance of addressing sensitive issues through staff development. The school is doing more work with male teachers on topics such as toxic masculinity. It also helps staff understand professional boundaries and avoid situations that could place them at risk.
She intends to continue this work as the school recruits more international teachers.
At Charterhouse Lagos, director of education John Todd says many day-to-day safeguarding concerns are similar to those in other schools. These include managing mobile phone use and monitoring pupils’ online activity.
“Ninety-five per cent of our secondary-school kids are boarders and have to contact home; we have a half-hour every evening where they get their phones in a controlled environment so they can have those conversations.”
The school also uses filtering and monitoring technology to manage online access. Todd explains that pupils are made aware of how their searches are monitored.
“I was in an assembly recently where we were explaining to the children that if they search certain things, the search will be blocked and we will know it has come from their computer.”
However, school leaders also point to a wider challenge. External social-service support is limited in some areas, meaning schools must take greater responsibility for identifying and responding to concerns.
Church communities can provide additional support in Nigeria. Meanwhile, schools with the resources to do so may also offer in-house counselling.
For parents, these approaches highlight why safeguarding policies, trained staff and accessible pastoral support matter when choosing an international school.
Understanding Pupil Behaviour in Nigerian Schools
School culture and classroom behaviour can vary between countries. Teachers moving to Nigeria may need time to understand pupils’ expectations, communication styles and learning preferences.
Todd describes Nigerian pupils as energetic and enthusiastic. However, he says teachers must be prepared to engage actively with their classes.
“Nigerian children are…joyfully energetic.”
This enthusiasm can create lively classrooms. Nevertheless, teachers need clear expectations and engaging lessons to maintain focus.
Todd says that a passive approach to classroom management is unlikely to work.
“If [a teacher] thinks they can sit back and everything will just work…it doesn’t work like that.”
He also notes that education carries considerable importance in Nigerian society. While some pupils may test boundaries, many are eager to learn and participate.
Cowie shares a similar experience at Broadoaks British School. Around 75 per cent of its pupils are local, while the remaining 25 per cent come from expatriate families. These include families working in Nigeria for embassies and other organisations.
She says pupils are generally keen to learn, although ordinary classroom behaviour challenges still arise.
At Springhall British Secondary School in Abuja, academic deputy head Peter Anyam also sees strong engagement among pupils.
He acknowledges that teachers may occasionally need to address a sense of entitlement. However, he describes the wider pupil community positively.
“The students are generally ambitious, curious and highly capable. Many come from families that place significant value on education and have high expectations regarding academic achievement and personal development.”
For teachers, these experiences underline the importance of understanding each pupil as an individual. Clear boundaries remain important, but so does recognising the enthusiasm and ambition pupils bring into the classroom.
Supporting Parents and Pupils With Additional Needs
Working closely with parents is another important part of school leadership. This can be particularly relevant when a child’s behaviour reflects an underlying learning or developmental need.
England says Rugby School Nigeria works with families to improve understanding of special educational needs and disabilities.
He explains that some parents may initially interpret certain behaviours as discipline problems. The school therefore helps families recognise when additional support or assessment may be appropriate.
“We have a brilliant Scandinavian head of special educational needs and disabilities who has been instrumental in changing parental perceptions about [things like] mildly autistic behaviour, ADHD and so on. She has worked really hard with parents to overcome prejudices.”
This highlights the role schools can play in building awareness and encouraging more supportive attitudes towards children with additional needs.
For parents, it is worth asking how a school identifies learning needs, communicates concerns and works with families. The availability of specialist staff and appropriate support can also influence a child’s experience.
As Nigeria’s international school sector continues to attract established education groups and new providers, these everyday experiences matter alongside academic results and facilities.
The perspectives of school leaders suggest that successful education depends on more than curriculum choice. Strong safeguarding, positive relationships, consistent behaviour expectations and an understanding of individual needs all contribute to a supportive school environment.
