“A Breath of Fresh Air”: Student Reflections on the Effect of Plants in the Classroom

Research abounds underscoring the stress and anxiety experienced by many students as they navigate the demands of studying, working, and living in our world—and economy—today. Among social work students in particular, this situation is further exacerbated given time-intensive practicums that often preclude work outside of school and emotionally challenging course content. Prior research has explored the potential of nature-based interventions to support student learning and well-being, generally evidencing positive outcomes; however, much has been conducted outside the United States, involving students under 18, and none (to our knowledge) with social work students specifically. Therefore, this pilot study sought to explore the effect of plants in the classroom among a convenience sample of U.S. college students (N = 74), the majority of whom were undergraduate (40.54%) and graduate (43.24%) social work students, ranging in age from 18 to 24 (79.73%). Reflexive thematic analysis revealed overwhelmingly positive effects on the student learning process/classroom environment (e.g., enhanced concentration, strengthened bonds with classmates, less “sterile” classrooms) and personal well-being (e.g., reduced anxiety and stress, enhanced mindfulness, improved air quality, and furthered self-discovery). We conclude with recommendations for future research, as we continue to (re)develop learning spaces that foster positive learning outcomes and enhance well-being.