Enhancing the well-being of urban school students is a growing challenge. The online mode of teaching during and post-pandemic era has increased students’ daily screen time. As they spend more time indoors, they tend to disconnect from nature even more, adversely impacting their well-being. This study aimed to design and execute two well-being interventions—a positive psychology intervention (PPI) and a mindfulness-based intervention (MBI) in natural settings for urban school students in India.
One hundred eighty participants (aged 17–20) from a senior secondary school were randomly assigned to three groups: PPI, MBI, and a control group (CTR). Participants self-reported their levels of well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, perceived stress, and positive and negative emotions using a survey questionnaire at two times—pre- and post-interventions. Repeated-measures ANOVA was employed across time and groups, and
Results indicate that both PPI and MBI interventions, when executed in natural settings, enhance student well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, positive emotions and decreased levels of perceived stress, and negative emotions.
The study provides valuable insights for school authorities, policymakers, and urban planners to include natural settings in school premises and offer well-being interventions for students to connect with nature consciously.