Abstract:
In light of the increasing student and teacher wellbeing concerns, this study explored the potential of impact of school gardens to support emotional regulation among primary school students. Persistent teacher shortages and occupational stress compounded by disruptive behaviours highlight the urgent need for evidence-based interventions to support nurturing learning environments (Ruttiman, 2022; Brandenburg et al., 2024; Shine, 2015; Gundlach, 2023). Traditional classrooms often become a sensory labyrinth, overwhelming young learners and hindering their ability to focus and regulate their emotions (Mason et al., 2023). The study synthesized existing research on the impact of school gardening programs on primary school students’ emotional regulation.
The findings from various studies on school gardening programs revealed a broad spectrum of positive impacts. They included improved academic performance, enhanced social skills, increased emotional wellbeing, development of practical skills, healthier eating habits, effective platforms for cultural and language learning, enhanced teacher wellbeing, strengthen community connections, improved self-regulation and increased ecological awareness. These programs collectively highlighted the multifaceted advantages of integrating gardening activities into schools. However, while the emotional regulation benefits are evident, the specific coverage of these benefits is limited and warrants further investigation to fully understand and optimise the impact.
The findings from this literature review highlighted the holistic benefits of school gardening programs promoting emotional, social and academic wellbeing. This review sets the stage for a future qualitative exploratory case study aimed at investigating the impact of a school garden has on the emotional regulation in primary school students. Addressing this critical research gap will provide insights into creating more supportive educational environments, ultimately enhancing learning outcomes and emotional growth for students and improving classroom behaviour management and teacher retention rates.
The findings from various studies on school gardening programs revealed a broad spectrum of positive impacts. They included improved academic performance, enhanced social skills, increased emotional wellbeing, development of practical skills, healthier eating habits, effective platforms for cultural and language learning, enhanced teacher wellbeing, strengthen community connections, improved self-regulation and increased ecological awareness. These programs collectively highlighted the multifaceted advantages of integrating gardening activities into schools. However, while the emotional regulation benefits are evident, the specific coverage of these benefits is limited and warrants further investigation to fully understand and optimise the impact.
The findings from this literature review highlighted the holistic benefits of school gardening programs promoting emotional, social and academic wellbeing. This review sets the stage for a future qualitative exploratory case study aimed at investigating the impact of a school garden has on the emotional regulation in primary school students. Addressing this critical research gap will provide insights into creating more supportive educational environments, ultimately enhancing learning outcomes and emotional growth for students and improving classroom behaviour management and teacher retention rates.