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Introduction

In recent years, there has been a growing recognition of the importance of mental health in schools. With the increasing pressures and challenges faced by students, schools are seeking innovative ways to support their mental well-being. One such approach that has gained attention is horticultural therapy programs, which involve engaging students in gardening and plant-related activities as a means of promoting mental health.

This thesis aims to explore and evaluate the role of school-based horticultural therapy programs in supporting student mental health. By examining the existing literature, conducting original research, and analyzing findings, this study seeks to provide insights into the potential benefits of such programs and their impact on student well-being.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of mental health in schools
2.2 Introduction to horticultural therapy
2.3 Theoretical framework of horticultural therapy
2.4 Benefits of nature-based interventions on mental health
2.5 Previous studies on school-based horticultural therapy programs
2.6 Effectiveness of horticultural therapy on student mental health
2.7 Challenges and barriers of implementing horticultural therapy programs in schools
2.8 Best practices and recommendations for school-based horticultural therapy programs
2.9 Comparison between horticultural therapy and traditional mental health interventions
2.10 Gaps in current literature and research opportunities

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Potential limitations and biases
3.7 Pilot study
3.8 Validity and reliability of research instruments

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Analysis of data
4.3 Comparison with existing literature
4.4 Implications for practice
4.5 Recommendations for future research
4.6 Strengths and limitations of the study

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Contributions to the field
5.3 Practical implications
5.4 Recommendations for schools and policymakers
5.5 Concluding remarks

Overall, this thesis aims to contribute to the growing body of literature on school-based horticultural therapy programs and their potential benefits for student mental health. By providing evidence-based insights and recommendations, this study seeks to inform educators, mental health professionals, and policymakers on the importance of incorporating nature-based interventions in schools to support student well-being.

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