1. Introduction

Nature-based health interventions (NBHI) are broadly defined as activities, programs or strategies that facilitate engagement in nature-based experiences with the aim to improve aspects of health and well-being [1]. NBHI aim to change human behaviour (e.g., encouraging exercise in nature, ecotherapy) or change the environment (e.g., create gardens or public parks) [2]. A key aim of NBHI is to foster human connectedness to nature to improve well-being [3]. A scoping review on NBHI for vulnerable youth grouped NBHI into four categories: wilderness-therapy interventions, animal-assisted interventions, care farming interventions, and gardening and horticulture-based interventions [4]. Gardening and horticultural interventions center on gardening and horticultural activities, such as planting and maintaining a community garden plot or food orchards [4,5]. These interventions not only encourage physical activity through manual tasks like digging, weeding, and harvesting, but may also promote psychological well-being by fostering mindfulness, reducing stress, and offering a sense of accomplishment and connection to the natural world [6].

Community gardens as a form of NBHI offer notable benefits such as enhancing physical [1], mental, and emotional health and wellbeing [7,8], increasing connection with nature [5], alleviating food security issues [9], and building community among participants [10]. The physical and mental health and well-being benefits are among the more well explored and reported impacts of participation in community gardens [11,12]. Participation in community gardens can improve knowledge about nutrition, increase physical activity and reduce body weight and hypertension [10]. Additionally, participation in community gardens can also reduce stress [10,11] which can positively impact participants’ cardiovascular health, among other physical health benefits [13]. Further, the connection between nature and human well-being is increasingly recognized, including psychological and physical health benefits such as alleviation of anxiety and depression and improved cardiovascular function [14–18]. Other mental health and well-being benefits from participation in community garden initiatives may include improvements in self-esteem, joy, relaxation, and independence [19,20]. Participation in community gardens provides an alternative means of connecting with nature and can help put life into perspective, giving participants a sense of pride and purpose [21]. Community gardens can also contribute to community building and the development of social capital by bringing people with a common purpose in a shared activity together [10].

Campus community gardens can serve as practical venues for applied learning and research, often incorporated into academic programs on college and university campuses such as horticulture, landscape design, and sustainability studies [22]. Campus community gardens offer both social and educational benefits, playing an important role in heightening a sense of environmental responsibility [22,23]. Further, they provide a platform for engaging the university community in addressing issues such as mental health and food security [22,24]. The importance of this cannot be overstated, as post-secondary institutions are increasingly recognized not only as high-stress environments, but also as important grounds for promotion of mental health and well-being [25,26].

Community gardens as NBHI thus present an opportunity to serve as a cost-effective, multi-faceted health intervention, as well as an activity that builds community on campus [2]. Despite their potential, the integration, utilization, and impact of community gardens within university environments have not been extensively examined, and this is especially true in the Canadian context. This study aimed to address this gap, by: (1) exploring and documenting the experiences of participation in a campus community garden; and (2) identifying and understanding the perceived health and well-being benefits of garden participation.

2. Materials and methods

We conducted a qualitative study in 2023–2024 on the Western University campus community garden in London, Ontario, Canada. There are 38 total plots (raised concrete planter beds for food crops), with about 14 plots being allocated to two different campus organizations to distribute amongst their members (consisting of undergraduate and graduate students). There are 21 additional planters on the perimeter of the garden for native plants to support pollination and biodiversity [27]. There are no specific allocation requirements for students, staff, or faculty members. The remaining 24 plots are distributed based on a lottery system prior to the beginning of the summer growing season. At the time of research, participants were oriented to the garden by an initial group planting day where all participants attended in person and were offered a tour of the space, guidelines for using the hose, how to dispose of plant waste, etc. They were not offered any guidance on what or how to grow at that time.

Data were collected through in-depth, semi-structured interviews (Table 1) ranging from 20−90 minutes, with most interviews being 40–65 minutes. The total number of garden participants for the two years from which recruitment occurred was 163 people, with an approximate breakdown of total participants in the garden being 75% students, 15% staff, and 10% faculty. Fourteen people who had participated in the Western community garden enrolled as research participants, representing a range of affiliations, with some holding multiple roles within the community. Participants included staff and faculty members (n = 9), graduate students (n = 7), undergraduate students (n = 1) and London community members (n = 1). Members from two campus organizations were represented, including a graduate students association (n = 5) and a campus garden association (n = 2). Participants were women (trans-inclusive) (n = 8), men (trans-inclusive) (n = 5), and Two-Spirit individuals (n = 1). Participants were asked to identify as students, staff, faculty, and/or community members based on how they viewed their relation to the community garden. While there were no external community members participating, one participant viewed their connection to the garden first and foremost as a community member. Ethics approval was received from Western University Office of Non-Medical Research Ethics Board (2023-123609-84772). Following ethics approval, recruitment took place from November 6, 2023, until March 20, 2024. Criteria for participation included participants being 18 years of age or older and having participated in the university community garden within the past three years. Due to the qualitative nature of this study and the relatively small, identifiable community from which participants were recruited, we are unable to make full interview transcripts publicly available. Sharing complete qualitative data could risk inadvertent disclosure of participant identities or allow the data to be interpreted out of its original context. To maintain participant confidentiality, we have provided anonymized excerpts within the manuscript that support our findings. Verbal consent was requested while audio recording for Zoom interviews, prior to starting the interview. Participants viewed the screen shared by the researcher as they went through the consent form and were asked to provide verbal consent after being provided with the opportunity to ask any questions. Verbal consent was then recorded electronically on the form (participant name, date, researcher name) by the researcher while the participant viewed the screenshare form. For the in-person interview, the participant read and signed the consent form on their own. Participants were emailed a copy of the information sheet to keep for their own records. Interviews were conducted over Zoom (n = 13) or in a private location selected by participants (n = 1), such as offices or private research spaces on campus. Interviews were audio recorded and transcribed using built-in Zoom software for both Zoom and in-person interviews, with transcriptions being de-identified, checked and transcribed verbatim following the interviews. This study was conducted in partnership with the Western Sustainability Office, Western University in London, Ontario.

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Table 1. Semi-Structured Interview Guide.

https://doi.org/10.1371/journal.pone.0338602.t001

Data analysis was guided by Braun and Clarke’s (2006) [28] six-step thematic analysis method using an inductive, code-book style analysis [29]. This analytic approach emphasizes a systematic yet flexible process to identifying patterns across a set of qualitative data while maintaining sensitivity to participant meaning. First, authors ODB and RT independently reviewed the transcribed interviews multiple times to familiarize themselves with the data. Following this, initial inductive codes were generated. Codes were then collated into a shared codebook on Microsoft Excel, which was then iteratively refined through discussion to ensure coherence and conceptual clarity. Through this process of reviewing, defining, and naming, broader themes and sub-themes were developed to capture patterns of meaning across the dataset. While this analysis was primarily structured through a shared codebook, it was also informed by reflexive principles in that researchers engaged in ongoing reflection on their interpretations and positionalities throughout the analytic process [29]. Consistent with recent qualitative research guidance, the concept of conceptual sufficiency [30], rather than data saturation was used to determine the adequacy of the dataset.

The thematic analysis culminated in a rich, detailed, and complex account of the data, underscoring the significance and contextual relevance of the study’s findings in relation to the garden and perceived benefits of participation such as connectedness to nature, growing food, and community building.

3. Results

Four key themes emerged from the data across participant groups. These included perceived benefits of the campus community garden of 1) the garden as a third place, 2) increased connectedness to nature, 3) empowerment through growing food and, 4) the garden as a facilitator for community building.

4. Discussion

The community garden at Western University in London, Ontario, Canada has stood as a beacon of sustainability and eco-conscious innovation amidst escalating mental health, environmental, and food security concerns [27]. This study explored and documented the experiences of participants in the campus community garden, identifying and exploring their perceived health and well-being benefits of garden participation. The thematic analysis culminated in a rich, detailed, and complex account of the data, underscoring the significance and contextual relevance of the study’s findings in relation to third places, connectedness to nature, and community engagement. This study found that the community garden served as a form of third place for participants, positively impacted their perceived connection to nature, empowered participants through the act of growing food, and acted as a facilitator for community building. However, some participants did experience different benefits from participating in the garden, as some participants were volunteers tending to the same plot because of their membership in a graduate student organization, compared to individuals who maintained their plot solely on their own and thus reaped the benefit of being the sole person to reap the benefits of a full harvest.

We build upon a growing literature on ‘third places’ and nature-based interventions, with this study identifying that the community garden served as a ‘third place’ for participants, which facilitated social interactions, community building and social capital among participants. Third places are public settings outside the home and work or school that are accessible and offer a space for individuals to connect and socialize [31]. Research suggests third places can facilitate social inclusion, reduce isolation, and contribute to individual well-being by offering informal, low-pressure environments for interaction [32]. These places can be especially important for individuals who may lack strong social networks elsewhere, functioning as sites of belonging and shared purpose [33]. This aligns with Duff’s [34] concept of enabling places, which describes places that support well-being by providing material, social, and affective resources. The garden, through its accessibility, shared purpose, and emotional impact, reflects many of these characteristics. Building upon Duff’s concept of enabling places, Hope et al. (2023) propose the notion of “enabling landscapes,” emphasizing that a network of interconnected places collectively supports individuals’ well-being and recovery by providing diverse material, social, and affective resources [35]. As the amount and availability of third places decline in modern society, it is increasingly important for spaces such as community gardens to serve as neutral spaces that are accessible and accommodating to all who visit, offering a place to engage with others and build connections [36]. Community garden participants can build social capital through shared activities such as growing and eating food, which are sociable and open to people of all ethnicities, ages, and socio-economic backgrounds [10]. Further, community gardens build social capital by strengthening links between authorities and institutions that enable resources to be accessed by those within the garden [10]. As found in this study, some participants mentioned the impact of the COVID-19 pandemic lockdowns on the lack of connection they had to their university community. The COVID-19 pandemic contributed to higher levels of mental distress, making the garden an important place for participants to cultivate connections with others and integrate into the campus community [36]. This is especially important within the context of the mental well-being challenges faced by this population, which were worsened by the COVID-19 pandemic across outcomes of wellbeing, school connectedness, and social relationships [37]. The mental health and well-being benefits of gardening may stem from the act of interacting and having tasks to do in nature, which provide distraction and give a perspective on life [38]. This is supported by what participants shared in interviews on how gardening provided them with a new perspective and way to connect with the natural world. These findings are also supported by the biophilia hypothesis, which suggests that humans have an innate and biological affinity for the natural world, and it is a biologically based need to focus on life and lifelike processes [39,40].

This study also found that the campus community garden participation fostered a deeper connection with nature amongst participants. Participants described this connection as offering moments of calm, opportunities to slow down, and multi-sensory experiences that cultivated mindfulness and presence. This finding dovetails with an extensive literature that suggests connectedness to nature can support wellbeing, including a calming effect on their emotions [41], improving eudaimonic wellbeing (happiness) [42], reducing anxiety [43], improving household pro-environmental behaviours [44], and improving social connectedness [45].

Many participants described how the community garden allowed them to decompress, detach from daily stressors, and experience moments of calm and clarity. These findings align with theories such as Attention Restoration Theory, which proposes that natural environments can relieve mental fatigue by offering immersive and restorative experiences [46]. Time in nature may support individuals to be away from everyday stress, experience expansive spaces, participate in activities that are more compatible with our intrinsic motivations, and experience fascinating stimuli [44,45]. The sensory connections to nature reported by participants such as the smells, sounds, and feel of working in the dirt were described as engaging, meditative, and creating a sense of wonderment for participants [46].

Furthermore, this study highlighted participant feelings of empowerment as a result of gaining the knowledge to grow their own food, and their ability to provide themselves with an alternative food source. In an era of concurrent cost of living and mental health crises, many university students are experiencing greater financial precarity, including increased food insecurity, leading to a rise in food bank usage on campuses [47]. Community gardens on university campuses, could be an effective tool for addressing these challenges. A qualitative study at New Mexico State University explored the role of their campus community garden in addressing food insecurity and found participation in the garden not only provided access to fresh produce but also empowered students by teaching them how to grow their own food, thereby enhancing their food security skills [48]. Similarly, the Rachel Carson Council reports that campus gardens not only help address student food insecurity but also equip students with practical skills in sustainable agriculture and deepen their understanding of food systems, empowering them to advocate for food justice [49]. The United Nations Sustainable Development Goals encompass many areas of health and well-being and community gardens may help post-secondary institutions by aligning with Sustainable Development Goal 2, “[e]nd hunger, achieve food security and improved nutrition and promote sustainable agriculture” [50]. Findings add to this literature in the Canadian context, suggesting that community gardens can address immediate food needs by expanding the sources of food available to participants, as well as educating participants on sustainable agricultural practices, providing short-term solutions and long-term educational benefits. However, the impact of seasonality on growing seasons is an important consideration for the extent to which food security and nutrition needs may be met, as the outdoor garden growing season is limited by the winter months in Canada. In this study, seasonality also influenced participation patterns, particularly among undergraduate students who were less likely to be involved during the summer months when many returned home for academic breaks. As a result, participation tended to be higher among staff, faculty, and graduate students who remained in the area year-round. Future initiatives could address this challenge by exploring the use of greenhouses or indoor growing spaces to extend the growing season and enable greater continuity of student engagement throughout the year.

5. Conclusion

The purpose of this study was to examine the experiences and perceived benefits of participating in a campus community garden as a nature-based health intervention. Findings document the multifaceted ways in which campus community gardens may serve as a third place. Further, benefits shared by study participants included improved mental well-being, social connection, increased sense of environmental responsibility, and food empowerment. They also reported an increased sense of connectedness to nature through sensory engagement and caretaking, as well as increased self-efficacy and autonomy gained from cultivating food. An additional benefit was the space for community building and social interaction, which was described as especially meaningful in the aftermath of the COVID-19 pandemic lockdowns. These findings suggest the potential for campus community gardens to serve as accessible, cost-effective interventions that promote mental health, food security, and social well-being in post-secondary environments.

Acknowledgments

We would like to acknowledge Jessica Cordes and Heather Hyde from the Western University Office of Sustainability for all their support with participant recruitment and providing tokens of appreciation (sustainability-themed) for study participants. We also extend our sincerest thanks to all individuals who kindly shared their time and insights as participants in this study. We also thank Dr. Lesley Gittings, our faculty supervisor, for her invaluable mentorship and guidance throughout the research process.