Term
Summer 2024
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Karen Moroz
Content Expert
Laura Schleede
Abstract
This paper examines the potential of school garden projects as a therapeutic intervention for addressing collective trauma among students. It investigates how such gardens can help students recognize, work through, and heal from trauma or PTSD, and explores the benefits of using a therapeutic garden as a setting for learning, healing, and personal growth. The significance of this work lies in its demonstration of how building, implementing, and maintaining a school garden can benefit educational institutions, families, and the broader community. It highlights how school gardens can integrate with existing curricula and Positive Behavioral Interventions and Supports (PBIS) to enhance social-emotional learning (SEL) attributes. The paper synthesizes data from various sources, including websites, organizations, and academic articles, to design a resource website aimed at assisting schools in developing therapeutic garden projects. The findings suggest that school gardens are a highly effective resource that can offer substantial benefits, particularly when designed to address mental health issues, thus serving as a powerful tool for student healing and growth.
Project Type
Website Creation
Keywords
School Gardens, Trauma-Informed Care, Outdoor Learning, Mental Health
Recommended Citation
Ashwood, Will, "Healing Students’ Collective Trauma and Growing with School Gardens" (2024). School of Education and Leadership Student Capstone Projects. 1048.
https://digitalcommons.hamline.edu/hse_cp/1048
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects