School Support

This study examined the influence of gender and religion on learners’ perceived care in sampled primary schools in Nigeria. Underpinned by Bronfenbrenner’s Ecological Systems Theory, the study utilized the non-experimental design of the correlational research type. The population of the study consists of learners in primary schools in Oyo State, Nigeria. A multistage sampling procedure was used in selecting the sample for this study, with a sample of 394 primary school learners. The Learners’ Perceived Care Questionnaire (LPCQ) (α = 0.81) was used in collecting data for this study. The data collection process was for three months (November 2024 to January 2025). The data collected for this research were analyzed using descriptive (charts, frequency, and percentages) and inferential statistics (t-test) at a 5% significance level. Findings show that the sampled primary school learners receive adequate perceived emotional, academic, social, health, personal, and moral care within the school context. The most prevalent of this care, as perceived by learners, were academic, social, and moral. Learners’ gender and religion do not significantly influence their perceived care in schools. The study recommends that primary schools should continue to uphold policies that promote equal care and support for all learners regardless of gender or religion, and education policymakers and schools should reinforce that care should be based on individual learner needs rather than demographic characteristics, among others.