The role of school gardens in supporting teachers’ psychological well-being and landscape development in special education schools: A systematic literature review
Anqi Liu, Mohd Yazid Mohd Yunos, Shureen Faris Abdul Shukor, Mohd Sallehudin Mat Noor
International Journal of Asian Social Science
Urban Farm DB summary
This systematic literature review analyzed 33 studies published between 2005 and 2025 in English and Chinese, synthesizing findings on psychological stress sources for special education teachers, the functions and restorative value of school gardens, and research progress on landscapes in special education schools. Primary stress sources for special education teachers included emotional labor, behavioral management, parental communication, and role ambiguity. School gardens were found to have educational, restorative, and therapeutic functions that foster experiential learning, reduce stress, and strengthen teacher-student relationships. However, validated frameworks for restorative design in special education campuses are still lacking.