Abstract
Nature links for students have gained increased attention, partially due to their mental health benefits. Connecting with nature in Perth, Western Australia, ranges from manicured lawns, native gardens, to remnant bushland. This project was co-designed with university students and analysed the reflections of members of a University Community Garden following Covid.
Interviews with 8 participants revealed that the University Community Garden had a large role in maintaining their mental health during tertiary study. The work and time investment of student participants in the Community Garden was voluntary (gained no financial or University credit). When considering the usual weekly activities, the Community Garden with nearby bushland was identified as a place of 'acceptance', 'no failure', 'regular activities' and 'no judgment'. Reflections on Covid-enforced time away were overwhelmingly negative including 'isolation', 'desperately unhappy' and 'I wanted to drop out'.
Students identified 'creatively generative' activities and community interactions as pivotal to their positive experiences in the garden. These facilitated support for student mental health and indirectly affected successful completion of enrolled units. The high value of space identified as different from normal classrooms and 'quiet', highlighted characteristics aligned with universal design for learning (UDL) principles and inclusive education.