AuthorHowell, Jacqueline Ariel
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the College of Architecture, Planning and Landscape Architecture, and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Collection InformationThis item is part of the Sustainable Built Environments collection. For more information, contact http://sbe.arizona.edu.
AbstractThe purpose of this study was to identify elements of school gardens that promote well-being in students. Many schools are starting school garden programs around the country, and while it is common knowledge that gardens can promote well-being, the causal relationships are not well understood. To better understand what makes school gardens good for students, I spent 4 months working as a garden intern at Manzo Elementary where I observed students and interviewed teachers and other garden interns. This paper also contains a thorough review of available literature that connects human well-being and green spaces. This research found that students appear to be feel a strong connection to their school garden and a sense of ownership of it, and that kids are more excited to use these spaces than other spaces in their schools. These factors appear to promote well-being in Manzo Elementary students by increasing students’ enthusiasm for learning and teaching responsibility.
DescriptionSustainable Built Environments Senior Capstone Project