Waste Challenges and Eco-Friendly Management Strategies in Private Secondary Schools in Port Harcourt

Abstract

Effective solid waste management in educational settings supports environmental sustainability, public health, and resource recovery, yet private secondary schools in Nigeria remain understudied. This study evaluated waste generation, composition, current practices, knowledge, attitudes, and eco-friendly potential in 50 private secondary schools in Port Harcourt, Rivers State. A mixed-methods design was used. Quantitative characterization involved weighing segregated waste over 7 consecutive days, computing per capita rates (total daily waste ÷ students present) and composition by weight. The Waste Management Practices in Private Secondary Schools Questionnaire (WAMPSSQ) surveyed school representatives on practices, infrastructure, barriers, knowledge/attitudes (5-point Likert), and intervention willingness. Descriptive statistics (means, percentages) and trends were analyzed from 2026 fieldwork. Results showed average per capita generation of 0.185 kg/student/day (range 0.181–0.189), with total daily waste 1,800–2,500 kg across schools. Composition featured organics (38–39%, mainly canteen waste), paper/cardboard (24–25%, from academic materials/packaging), plastics (20%, from wrappers/sachets), metals (6%), glass (4%), textiles (3%), and residuals (4%). Trends included organics peaking on high-canteen days, steady paper, and modest plastics variation. Recyclable fraction was 68–75%; compostable ~38–40%. Questionnaire data revealed unsustainable practices: student/staff collection (58%), open burning (45%), dumping (38–32%), irregular evacuation (weekly 35%), and low segregation (16%; 32% in high-fee schools). Infrastructure gaps included dedicated bays (32%) and composting areas (8%). Barriers were high private costs (68%) and irregular services (72%). Attitudes were positive (burning harmful: mean 4.4, 88% agree; sort waste if bins provided: 4.6, 90%), with strong support for color-coded bins (89%), composting (82%), and clubs (92%) if aided by training (85%), subsidies (78%), and reliable collection. Private secondary schools in Port Harcourt show modest, stable waste with high diversion potential via composting and recycling. Unsustainable practices and infrastructure deficits persist, but favorable attitudes enable school-based interventions through education, segregation, partnerships, and policy to reduce risks and advance circular economy principles in Nigerian education.