Biophilic Design in School: Exploring Potential Benefits for Cognition and Mental Well-being

The biophilia hypothesis suggests that humans have an inherent connection to nature, positively impacting well-being. Biophilic design applies this concept to the built environment by integrating natural elements into architectural and interior design processes. Although the application of biophilic design in schools is still in its early stages, it holds significant potential to support the delicate cognitive and emotional development during the school years. This thesis analyses 45 studies on biophilic design interventions in schools, focusing on children and adolescents (ages 4-19) attending primary and secondary education. The findings demonstrate a connection between biophilic design and cognitive and mental well-being benefits, although there are disparities across different research areas. Additionally, this thesis highlights the need for more comprehensive studies to fully understand the impact of biophilic design on student outcomes and to provide more effective design recommendations for learning environments.