CoverIntroductionWellbeing and Its Importance in SchoolsWhat models/frameworks exist to promote school wellbeing?What is the best approach for my school or district?Valuable Tools and ConsiderationYour Call to ActionStudent Wellbeing InterventionsPositive Emotion Three Good ThingsCounting BlessingsEnvisioning Best Possible SelfUnderstanding HumorThree Funny ThingsOutdoor LearningBringing the Outside InBibliotherapyEngagementRecognizing and Utilizing Personal StrengthsARCS Model of CuriosityCarousel BrainstormingGenius HourPerspective Taking and Role-PlayArts IntegrationDrawing and Coloring TherapyCulturally-Enriching and Arts-Based Field TripsCulturally Responsive PracticesEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSocial Belonging InterventionSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersTaking in the Good (HEAL)Mental Time TravelBrief Mindfulness ActivitiesMindful BellMindful BreathingBody Scan RelaxationMindful Walking/MovementFive Senses MindfulnessMindful PhotographyMindful Self-CompassionAccomplishmentFuture Thinking & When/Where PlansHope MapG-POWER Goal SettingEmbedded Self-Regulation StrategiesGrowth MindsetGrit and Deliberate PracticeDeveloping Students' Resilience and Coping SkillsHealth and VitalityHealthy Sleep HabitsClassroom Physical ActivityYogaCreative Playground EquipmentHealthy Body Image InterventionStudent-Led Health ProgramSchool-Led Interventions for Teachers and StaffSupporting Teacher AutonomyMindfulness TrainingCompassion TrainingHumor TrainingIncentivizing Physical ExerciseIndividual Interventions for Administrators, Teachers and StaffPositive and Reflective JournalingSelf-Regulation and Coping StrategiesSelf-AffirmationSelf Compassion LetterDiscovering and Utilizing Character StrengthsJob CraftingMindfulnessAdditional Interventions to ConsiderDedicated Wellbeing SpacesIndividual Wellbeing Plans for School EmployeesComprehensive Wellbeing ProgramsOther ResourcesAdditional Wellbeing FrameworksPROSPER

Bringing the Outside In

Keywords: Elementary, High school, Middle School

Setting up houseplants in your classroom can improve students' sense of comfort and safety. 

Grade Level: All
Materials: Houseplants, pots, potting soil
Duration: Set-up and care time
Implementation: Set up a few houseplants around your classroom. Your students can even help care for them!

Does it work?

In a review of three studies it was found that increasing students’ exposure to nature, even without going outside, can greatly improve students’ sense of wellbeing at school and in the classroom(Han, 2009). One of the studies reviewed an 8th grade class and the impact of having plants at the back of the classroom. Surprisingly, students in the classroom not only reported a greater sense of comfort and friendliness, but after two months, students were also sick less often and had fewer behavioral issues (Han,2009). The other two studies found that students who lived near greenspaces, or had greater exposure to nature in their surroundings, had higher levels of self-worth and self-discipline (Han, 2009).

Similar research on nature and classroom design has been done in high schools and universities. It has also been found that having indoor plants in a classroom can improve the air quality and relative humidity of a classroom, contributing to a safe, healthy and comfortable environment for students (Bogerd et al., 2020). The addition of flowers and houseplants were both found to improve student wellbeing, tiredness, and attention. Flowers were considered less practical, as they have to be replaced more often than houseplants. It was also found that simply painting a wall of the classroom green improved positive emotions connected with nature and greenspace exposure (Bogerd et al., 2020).

References:

Han, K.-T. (2009). Influence of limitedly visible leafy indoor plants on the psychology, behavior,and health of students at a junior high school in Taiwan. Environment and Behavior, 41 ,658–692. https://edtechbooks.org/-uSuN

Van den Bogerd, N., Dijkstra, S. C., Tanja-Dijkstra, K., de Boer, M. R., Seidell, J. C., Koole, S. L., & Maas, J. (2020). Greening the classroom: Three field experiments on the effects of indoor nature on students' attention, well-being, and perceived environmental quality. Building and Environment, 171, 106675. https://edtechbooks.org/-Vpt

Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology, 22 , 49–63. https://edtechbooks.org/-gafe

Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35, 311–330. https://edtechbooks.org/-tcCm

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.
Like this? Endorse it!