Children, youth and their families can experience well-being and healing in therapeutic gardens, whether they are coping with trauma or managing everyday stress. Research shows that therapeutic gardening can alleviate symptoms of depression and anxiety. Research also indicates that as young people tend to gardens, they experience social connection, gain confidence and independence, and connect to nature — bolstering positive emotions and overall well-being.

A therapeutic garden group helped abused youth develop pro-social skills and care for the land

Nearly 50 youth (age 6-16) in Australia who had experienced abuse helped design an evaluation after their participation in a therapeutic gardening group. Youth feedback highlighted their development of pro-social and relationship-building skills, self-efficacy and confidence. Youth also reported increased gardening knowledge, eco-responsibility, appreciation of beauty and reverence for nature. Findings point to community gardens as places of healing for youth who have experienced trauma.
McVeigh, Kassiotis & McVeigh, 2024. Therapeutic gardening groups with children and young people who have experienced maltreatment. 
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Therapeutic gardening offers mental health benefits to children and caregivers facing health challenges

Sixty South Korean caregivers and their children (age 6-12) with atopic dermatitis, who also experienced emotional difficulties, were randomly assigned to participate in either a therapeutic gardening program (TGP) or a control group. Compared to caregivers who did not participate, caregivers in the TGP showed significant improvements in depression, anxiety, stress, life satisfaction and parenting efficacy. Children’s feelings of depression and dermatological symptoms also significantly decreased.
Baik et al., 2024. Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis. 
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Healing gardens can promote ecosystem services and therapeutic goals for youth with autism

Eight male youth (age 15-23) with autism spectrum disorder (ASD) worked as “Biodiversity Custodians” in the development of a healing garden in Italy. Their work proceeded from sowing seeds to plant cultivation to seed collection for the purpose of conservation of local biodiversity. Pre- and post-assessment results showed that youth with ASD made significant improvements in independence, adaptive behavior and interaction skills.
Scartazza et al., 2020. Caring local biodiversity in a healing garden: Therapeutic benefits in young subjects with autism.
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A small study finds promise in placing therapeutic sensory gardens on college campuses

Twelve U.S. college students spent an hour per week in a therapeutic sensory garden on their campus for one month. Self-reported data from pre- and post-assessments demonstrated positive changes in students’ general health, self-esteem and quality of life. Significant improvements were detected in students’ satisfaction with relationships. Spending time in the garden was also perceived to increase positive emotions and decrease negative emotions.
Delbert et al., 2024. 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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Research continues to examine the learning benefits of school gardens, and results consistently suggest that gardens can play a role in the long-term academic success of students. School gardens provide a supportive and engaging context for meaningful learning that boosts student motivation. Importantly, some evidence indicates that garden-based learning interventions can improve academic performance. Incorporating cultural connections and family engagement can also support beneficial academic outcomes.

Encouraging play in school gardens may support a state of well-being that is optimal for learning

This article explored prior research with a learning garden program in a large U.S. school district through a lens of self-determination theory. Findings show that play in school gardens enables a state of well-being that supports optimal learning through authentic opportunities for children to (1) experience autonomy through activities they perceive as important and meaningful; (2) develop a sense of competence through solving real problems; and (3) satisfy needs for relatedness by forming positive relationships.
Pope et al., 2023. How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. 
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Experimental study finds that gardens may help improve reading levels in schools

Over 3,000 fourth and fifth grade students in the U.S. participated in an experimental study to determine the impacts of a school garden intervention on academic performance as compared to a control group. Fourth grade standardized reading scores at intervention schools significantly increased compared to control schools. However, no significant differences were detected in the changes of fourth grade math scores or in fifth grade reading or math scores between the intervention and control groups.
Davis et al., 2023. Effects of a school-based garden program on academic performance: A cluster randomized controlled trial.
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Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity development

Fifth and sixth grade Latina girls and their caregivers participated in growing food in small gardens located at low-income U.S. schools. Survey data showed significant increases in the girls’ science identities, which persisted at a three-month follow-up. The girls also sustained positive views of themselves as science learners and developed an interest in STEM careers. Results highlight the importance of bilingual instruction, family engagement and the integration of cultural connections in garden-based learning.
Rillero et al., 2025. From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents.
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School gardens increase children’s access to nature and often provide new experiences in caring for nature. The research in this section explores how school gardens can enhance children’s awareness, understanding and appreciation of the natural world. Such experiences facilitate children’s connection to nature and can encourage children to engage with nature beyond the school garden site.

Garden-based education can increase environmental literacy for elementary school children

A mixed methods study in the U.S. examined the impacts of a garden-based education program on the environmental literacy of elementary school children from predominantly low income, Latinx households. Two fourth grade classrooms who participated in the seven-week program demonstrated significant gains in awareness of human-caused environmental impacts compared to students who did not participate in the program. Qualitative data suggested strong increases in environmental awareness and attitudes.
Dahl & Cushing, 2022. The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students’ environmental literacy in San José, California.
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Natural observations in school gardens paired with student-initiated activities are effective in enhancing connection to nature

Twenty-four fourth graders (age 9-11) in China were randomly assigned to different garden interventions to determine which approach increased children’s interest in nature. While overall interest in nature increased with all interventions, combining nature observation with student-directed activities was most effective. Processes that encouraged interest in nature — novel garden experiences, teacher scaffolding, autonomous exploration, and peer interaction — stimulated students’ curiosity and enjoyment of learning.
Kong & Chen, 2023. School garden and instructional interventions foster children’s interest in nature.
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Sensory and embodied interactions with plants may help children learn, act, care and live in ways that encourage ecological flourishing

This case study examined how a rooftop food garden at a school in India motivated 40 children (age 11-13) to care for and about the natural world. Direct sensory experiences and affective encounters with plants helped children understand natural processes, shift their environmental perspectives and continue garden-based activities beyond the school garden site. Sensory and emotional experiences in gardens may enable children to learn different ways of knowing and being with the natural world.
Dutta & Chandrasekharan, 2025. “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions.
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Although research steadily points to the many benefits of garden-based learning, the complexities associated with implementing and maintaining school gardens also emerge as consistent findings. Research often calls for more attention to be given to overcoming the barriers and challenges that impede school gardening programs. This section highlights several considerations and strategies that may guide and strengthen school garden implementation.

Teachers say successful preschool gardens require additional space, time, financial support and collaboration

Interviews conducted with educators and principals at four Turkish preschools revealed a number of considerations that may improve the quality of garden-based learning in early childhood education. Educators stressed the importance of dedicated garden spaces large enough for a full class, smaller class sizes, more teacher training and planning time, parental support, additional support staff to maintain the garden, and collaboration with other community stakeholders to improve school garden practice.
Deniz & Kalburan, 2024. Preschool educators’ opinions and practices on school gardening.
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Professional development can build educators’ confidence in implementing garden-based learning

This qualitative study examined how teachers’ participation in a Farm to School professional development program in the U.S. impacted their garden-based learning practice. Results indicated that teachers’ confidence and sense of self-efficacy was improved through hands-on training activities. The need for resources and approaches to address structural barriers and challenges in schools — such as limitations on class time, funding and administrative support — was also revealed.
Evans et al., 2024. From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development. 
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Building stronger relationships with the broader community may help schools create and maintain successful school gardens

Researchers in Australia conducted a systematic literature review of 28 studies on school gardens published since 2010. Findings suggest that school gardens improve student engagement in learning, academic learning and curriculum integration while supporting physical, psychological, social and environmental benefits. Barriers to school garden implementation were also identified. Strengthening community relationships may help overcome barriers to creating and maintaining successful school gardens.
Walshe, Evans & Law, 2024. School gardens and student engagement: A systematic review exploring benefits, barriers and strategies. 
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Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement

Analysis of educational policies and an online international school garden program in Portugal, Spain, Greece and Slovenia found that school garden sites were more inclusive of children experiencing barriers to learning in countries whose policies prioritized inclusion. Physical and sensory dimensions of school gardens can foster collaboration between students with different abilities; however, the ability of school gardens to be inclusive learning environments may be constrained by educational policies.
Carvalho et al., 2024. Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies.
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Successful school gardening programs encourage family participation, intergenerational and culturally relevant learning

This study synthesized the existing literature to identify the mechanisms through which 24 school garden interventions positively impacted children’s physical health. Findings highlighted the importance of multi-faceted approaches that combine family participation, culturally relevant learning, curriculum integration, administrator involvement and teacher training. Family involvement can be encouraged through volunteer opportunities and intergenerational and intercultural learning activities.
Holloway et al., 2023. School gardening and health and well-being of school-aged children: A realist synthesis.
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