Biophilic Educational Spaces and Child Mental Wellbeing: Empirical Evidence on School Vegetation and Bird Gardens in Rawalpindi, Pakistan

Abstract

The physical environment of a school can play an important role in children's psychological wellbeing, attention, and educational experience. Rapid urbanization has increased the use of concrete and other hard surfaces in school grounds, while opportunities for direct contact with vegetation and biodiversity have become limited. This study examines students' perceptions of school landscapes, particularly the role of trees, flowers, hedges, soft landscaping, and bird gardens in supporting mental wellbeing and educational engagement. Primary data were collected from 200 students aged 8–16 years from four educational institutions in Rawalpindi, Pakistan: Army Public School, F.G. Sir Syed Public School, Beacon House School, and Ambrose Hall School. Fifty respondents were selected from each institution. Data were collected through structured questionnaires and analyzed using frequencies and percentages. The findings indicate considerable dissatisfaction with existing school grounds, with 77.0% of respondents reporting that they were not satisfied. In contrast, 81.0% reported mental refreshment in green surroundings, while 85.0% associated plants with improved study or academic efficiency. Furthermore, 90.0% perceived health benefits, 82.5% reported reduced boredom, and 70.0% perceived benefits for visual wellbeing. Approximately 76.0% of students also supported the introduction of bird gardens. The findings are consistent with the principles of Attention Restoration Theory and restorative-environment research. The study concludes that integrating vegetation and biodiversity into educational landscapes may contribute to more attractive, restorative, and child-centred school environments. It recommends minimum soft-landscape standards, school bird gardens, shaded green spaces, and greater involvement of environmental and horticultural professionals in school planning.