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Growing Sustainable Therapeutic Third Spaces -- A Therapeutic Sensory Garden's Impact on University Student Self-Reported Quality of Life and Affect

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Title: Growing Sustainable Therapeutic Third Spaces -- A Therapeutic Sensory Garden's Impact on University Student Self-Reported Quality of Life and Affect
Language: English
Authors: Theresa Delbert, Kasey Stepansky, Janet C. Bucey, Diana Goodman-Schiller
Source: International Journal of Sustainability in Higher Education. 2025 26(5):1172-1190.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Well Being, Gardening, Quality of Life, Sensory Experience, Student Attitudes, Affective Behavior, Mental Health, Program Effectiveness
Assessment and Survey Identifiers: Positive and Negative Affect Schedule
DOI: 10.1108/IJSHE-05-2024-0313
ISSN: 1467-6370
1758-6739
Abstract: Purpose: College student wellbeing and mental health can be negatively impacted due to roles intrinsic to being and becoming a student in higher education. Active engagement in natural environments has been shown to have benefits for wellbeing. The purpose of this paper is to examine collegiate students' utilization of a therapeutic garden on a college campus and the impact on their quality of life. Design/methodology/approach: A case series mixed-methods design was used to track self-reported measures of quality of life. Participants were instructed to spend at least 1 h per week over four weeks in the therapeutic sensory garden on campus. Student participants were assessed using the EUROHIS-QOL-8, Positive and Negative Affect Scale and a semi-structured interview. Findings: Pre-post quantitative measures of quality of life show significant improvement in quality of life of 12 graduate and undergraduate students. These results are triangulated with reduction in negative affect immediately following garden visits, and rich qualitative illustrations of the value of nature engagement on self-care and occupational balance. Small sample size and convenience sampling limits the generalizability of results. Originality/value: Institutions of higher education recognize the value of green space on campus; however, they may lack the intentionality of designing a nature-based space to support student wellbeing. An intentionally designed campus-based therapeutic sensory garden may provide a novel opportunity to support overall student mental health and wellness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493642
Database: ERIC
FullText Text:
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  Data: Growing Sustainable Therapeutic Third Spaces -- A Therapeutic Sensory Garden's Impact on University Student Self-Reported Quality of Life and Affect
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  Data: <searchLink fieldCode="AR" term="%22Theresa+Delbert%22">Theresa Delbert</searchLink><br /><searchLink fieldCode="AR" term="%22Kasey+Stepansky%22">Kasey Stepansky</searchLink><br /><searchLink fieldCode="AR" term="%22Janet+C%2E+Bucey%22">Janet C. Bucey</searchLink><br /><searchLink fieldCode="AR" term="%22Diana+Goodman-Schiller%22">Diana Goodman-Schiller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2025 26(5):1172-1190.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Gardening%22">Gardening</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+Life%22">Quality of Life</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+Experience%22">Sensory Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: 10.1108/IJSHE-05-2024-0313
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  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: College student wellbeing and mental health can be negatively impacted due to roles intrinsic to being and becoming a student in higher education. Active engagement in natural environments has been shown to have benefits for wellbeing. The purpose of this paper is to examine collegiate students' utilization of a therapeutic garden on a college campus and the impact on their quality of life. Design/methodology/approach: A case series mixed-methods design was used to track self-reported measures of quality of life. Participants were instructed to spend at least 1 h per week over four weeks in the therapeutic sensory garden on campus. Student participants were assessed using the EUROHIS-QOL-8, Positive and Negative Affect Scale and a semi-structured interview. Findings: Pre-post quantitative measures of quality of life show significant improvement in quality of life of 12 graduate and undergraduate students. These results are triangulated with reduction in negative affect immediately following garden visits, and rich qualitative illustrations of the value of nature engagement on self-care and occupational balance. Small sample size and convenience sampling limits the generalizability of results. Originality/value: Institutions of higher education recognize the value of green space on campus; however, they may lack the intentionality of designing a nature-based space to support student wellbeing. An intentionally designed campus-based therapeutic sensory garden may provide a novel opportunity to support overall student mental health and wellness.
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  Data: 2026
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      – Text: English
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