RESEARCH

Horticultural Therapy Program for Improving Emotional Well-Being of Elementary School Students: An Observational Study

Horticultural therapy improves emotional intelligence, resilience, and self-efficacy in elementary school students, fostering psychological well-being through nature-based activities.

Program Types: Therapeutic

Population Groups: Children/Youth

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Enhanced Emotional Well-being, Increased Self-Efficacy, Increased Social Engagement & Skills

Allied Profession Intersections: Education

Type of Activity: Environmental Education, Growing Plants from Seed, Outdoor Gardening

Evidence Type: Case Studies, Qualitative Research

Measurement and Evaluation: Program Effectiveness

Access: Free

Summary

A study on 582 elementary school students (ages 11–13) explored the impact of a 7-session horticultural therapy program designed to enhance emotional intelligence, resilience, and self-efficacy. The program, which integrated gardening activities with emotional skill-building, significantly improved emotional intelligence across both genders, while resilience and self-efficacy showed greater improvements in male students.

Students participated in activities like planting, soil mixing, and plant propagation, alongside lessons on understanding emotions and positive thinking. Over 70% of participants expressed high satisfaction, indicating the program’s effectiveness in supporting social-emotional learning. The findings highlight horticultural therapy as a valuable tool for enhancing children’s mental and emotional well-being in school settings

Link

Oh, Y.A., Lee, A.Y., An, K.J., & Park, S.A. (2020). Horticultural therapy program for improving emotional well-being of elementary school students: An observational study. Integrative Medicine Research, 9(1), 37-41.

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