Active student engagement within a university’s therapeutic sensory garden green space: Pilot study of utilization and student perceived quality of life

Abstract

Green spaces serve as environmental sources to improve physical, mental and social health and wellbeing. Studies indicate that university students, when actively engaged in the use of green spaces, experience improved health and well-being. This study highlights the lived experience of two student participants and investigates student perceptions of a university campus therapeutic sensory garden on the quality of life based on the utilization of the green space. Quantitative and qualitative measures were used to assess student use of the therapeutic sensory garden as well as student perceived quality of life related to social, mental, and physical well-being. Quantitative results included varied responses regarding the number of hours spent in the garden, number of visits to the garden, and types of sensory elements utilized in the garden. Qualitative results on student perception of quality of life identified three themes between the two participants: 1) connectedness, 2) positive emotional responses, and 3) active engagement sensory responses. The findings resulting from quantitative and qualitative analysis of the lived experiences of two student participants are consistent with that of current evidence literature indicating a positive association between time spent in a green space/natural environment and student perceptions of quality of life. These pilot study findings present structure and hypotheses related to time utilization, anticipated outcomes, and active ingredients for therapeutic sensory garden intervention with larger sampled groups of University students.