Exploring the impact of green space exposure on college students' mental health and academic performance.

Abstract

College students often face high stress and mental health challenges that impact their academic performance and well-being. Time spent in green space (TSIGS) may reduce depressive symptoms, alleviate anxiety, and enhance cognitive function. However, few studies investigate how nature directly impacts these factors among undergraduates. The purpose of this study was to evaluate the associations between TSIGS and anxiety, depression, and academic achievement among undergraduates at a Southeastern US university. This study surveyed undergraduate students (n=291), about anxiety, depression, academic performance, and TSIGS. Adjusted binary logistic regressions analyzed relationships between annual level of TSIGS (low, moderate, or high usage) or weekly TSIGS (low, moderate, or high usage) and three separate outcomes: levels of anxiety, levels of depression, and academic achievement level. Most participants held majors in public health (49.8%) or arts and sciences (15.8%), and were predominantly female (83.8%), sophomores (29.6%), and White (82.8%). Most respondents did not exhibit reported minimal/mild levels of anxiety (69.4%) or depression (63.2%), and most achieved high academic performance (71.5%). Regarding TSIGS, 26.8% of respondents reported low annual usage, while 54.6% reported high annual usage. Per week, 62.9%, 32.0%, and 5.2% of respondents had low, moderate, and high usage of green spaces, respectively. TSIGS was not significantly related to measurable levels of anxiety, depression, or academic achievement. This study found no significant relationships between students' TSIGS and their anxiety, depression, or academic achievement levels. Possible influences include seasonal factors and survey timing. Future research should explore longitudinal impacts of TSIGS on mental health and academic outcomes.