Proposal for Sensory Gardens in a School Environment as an Emotional Regulation Strategy

Alexandre Aníbal Valverde Marcondes de Moura; Lea Veras

DOI: 10.22167/2675-6528-202602700

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The physical school environment impacts the cognitive and emotional development of children, especially neurodivergent ones, and multisensory environments aid in emotional and behavioral regulation. It was proposed to investigate and implement an emotional regulation strategy through portable sensory gardens with psychoeducational panels. The general objective was to create a method for implementing these strategies in neurodivergent children, aiming to enhance well-being, academic performance, and temporal perception. The methodology, based on action research and the neuroscience of education, sought to optimize these aspects. The implementation of the developed methodology was carried out with a partner school, which included a planting workshop and the creation of psychoeducational panels. The results encompassed the actual implementation of the methodology, with the planting of 80 native species, and the development of a guide for educational activities on neurodiversity and biodiversity. It was concluded that the proposal demonstrated the feasibility of a low-cost, high-neurobiological-impact intervention, promoting emotional regulation and engagement with nature in school environments.

Keywords: Enriched Environments; Emotional Self-Regulation; Temporal Myopia; Neurodiversity; Psychoeducation.

1. Introduction

The physical school environment directly influences the cognitive and emotional development of children. This relationship is particularly notable in neurodivergent children, which include individuals with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and High Abilities/Giftedness (HA/SD). For this group, environments offering multisensory stimuli have proven effective in aiding emotional and behavioral regulation (Pfeiffer et al., 2011).

In this context, the creation of sensory gardens emerges as a promising strategy. The proposal to use native plants from the Atlantic Forest, including Non-Conventional Food Plants (NCFPs), as highlighted by Kinupp and Lorenzi (2014) and Cardim (2022), aims to provide a rich multisensory experience. This approach, involving touch, smell, and sight, is controlled and beneficial for the regulation of the nervous system (Carvalho, 2022).

Exposure to nature has been associated with several health benefits. Studies indicate that contact with the natural environment can reduce physical markers of stress, such as blood pressure, as well as improve affective state and decrease symptoms of anxiety and depressive rumination. Biophilic environments, in turn, contribute to the reduction of negative emotions and the increase of positive emotions, with direct positive impacts on brain activity and the strengthening of the immune system (Jimenez et al., 2021; Yin et al., 2018).

For neurodivergent children, who frequently face challenges such as disorganization crises (meltdowns), withdrawal (shutdowns), and temporal myopia, engagement with sensory gardens offers a safe and predictable space. This environment facilitates emotion management and concrete observation of the passage of time, promoting well-being (Santos, 2023). Complementarily, the production of psychoeducational panels and sensory stimulation elements, developed in conjunction with the children, addresses themes such as neurodiversity and biodiversity, configuring an associated neuropsychopedagogical element (Nazareno et al., 2025).

The applicability of this methodology in diverse school spaces, especially in urban environments, is a crucial point. Many Brazilian schools, such as the Partner School that participated in this project, have completely paved grounds, without large green areas. This scenario is common, given that only 25% of early childhood education schools in Brazil are close to large green areas (Weeberb et al., 2022). The proposed solution, focused on planting in felt pots, allows for the creation of an architecturally flexible, sustainable, and transportable model, adaptable to these realities.

The justification for this work lies in the need to address the significant challenges that neurodivergent children face in emotional self-regulation and time perception. Neuroscience validates the importance of sensorially enriched environments and psychoeducation for brain development and regulation, with the potential to modulate neural networks related to emotion, attention, and temporal perception through brain plasticity. This perspective aligns with the Freirean understanding that education is a political and liberating act (Freire, 2025), implying the school’s role in transforming concrete conditions of existence. The motivation for the proposal is also based on the researcher’s personal experience, who, being a neurodivergent psychiatrist, observed the effectiveness of planting gardens in regulating hyperactivity and understanding the passage of time, which drove the development of this study. The objective of the work was to develop and detail the methodology for implementing portable sensory gardens (mini-forests) and psychoeducational panels in school environments, culminating in the elaboration of a Practical Guide replicable by other institutions.

2. Material and Methods

This research was characterized as an action-research of a qualitative and descriptive nature, based on the Project-Based Learning (PBL) methodology. The study sought to develop and detail the methodology for the implementation of portable sensory gardens, called mini-forests, and psychoeducational panels in school environments, aiming at the elaboration of a Practical Guide replicable by other institutions.

The empirical object of the research consisted of the structuring of an educational intervention experience. This intervention used the planting of mini-forests in portable fabric pots as a tool for cognitive and sensory stimulation, in addition to creating a space for contemplation and environmental regeneration action.

The research was conducted at a Partner School (fictitious name), located in a neighborhood in the west zone of São Paulo – SP. The school, with 900m² of built area, had a completely paved lot. 85 elementary school students, 9 direct educators, and 15 indirect educators from partner institutions participated in the project’s development.

For the intervention, specific materials were used, including 30 felt pots with capacities of 30L, 50L, and 80L. These pots were selected for their “air pruning” properties of the roots and high oxygenation, optimizing plant development.

The botanical apparatus comprised 80 native Atlantic Forest specimens, including canopy trees, shrubs, and epiphytes. The species were selected to provide variation in textures, odors, and visual stimuli, based on criteria of edible native fruiting, historical, cultural, or landscape relevance, and capacity to generate shade (Lorenzi, 2008, 2014, 2015; Aschwanden-Vilaça, 2023; Associação Orquidófila de São Paulo, 2011).

As exclusion criteria, poisonous and thorny plants were removed, according to Matos et al. (2011), to avoid accident risks. Two species initially considered, Cambará and Manacá-de-cheiro, were removed because they produce potentially toxic fruits. Pau-Brasil was the only exception, due to its emblematic importance.

The technical inputs used included organic substrate, agricultural hydrogel for water retention, expanded clay, and bidim fabric for drainage. For the creation of the psychoeducational panels, 8 cm MDF wood hexagons (seven per participant), markers of various colors, and non-toxic wood glue were used.

The methodology was structured in three main phases. Phase I, named Planning and Curation (Executive Engagement), involved the selection of species, the calculation of inputs, and the planning of garden distribution on site. It included defining the location, liaising with the school team, presenting the activity to students, defining the number of pots, searching for native plant suppliers, and purchasing inputs.

In this phase, three nurseries in São Paulo and four in the interior (Santo Antônio do Pinhal, Monteiro Lobato, São Bento do Sapucaí, and Taubaté) were visited for the acquisition of the species. 30 pots were defined (five of 80 L, ten of 50 L, and fifteen of 30 L) to be distributed along 15 linear meters in the schoolyard. The plants arrived three days earlier than expected, and the planting activity was rescheduled due to rainy weather, allowing for a preliminary distribution of the plants in the space to optimize the configuration.

Phase II, Practical Intervention and Management (Multisensory Experience), consisted of the planting workshop. Forty-five students were divided into three groups of 15, which, in turn, were subdivided into five subgroups of three children. Each group carried out the planting in a one-hour cycle, following the natural stratification of the forest.

Planting procedures included: (a) drainage with expanded clay at the bottom of the pot; (b) cutting and positioning of the bidim fabric; (c) application of three liters of planting gel per pot; (d) addition of topsoil to stabilize the plants; and (e) covering the soil with pine bark. The handling of larger plants was carried out by a responsible adult, while the children took care of the smaller plants, and watering was done after completion.

Phase III, Identification and Symbolization (Cognitive Anchoring), comprised a workshop on psychoeducational panels about neurodiversity and biodiversity. Using seven MDF hexagons, each child drew the chosen plants for their garden on one side and structures reminiscent of roots and neurons on the other, creating a metaphor for the neuronal forest.

The methodology was based on two neuroscientific pillars: biophilia, which postulates the reduction of cortisol levels and the restoration of directed attention through connection with nature; and experiential learning, which promotes sensory integration and neuroplasticity through direct contact with different textures. A complementary phenomenological exercise, the Existential Map – Phenomenology of the Self, was carried out in a second panel workshop, as detailed in Appendix B of the original work (Heidegger, 1927; Valverde, 2011).

Artificial Intelligence tools were employed in auxiliary moments, according to the guidelines of the USP/Esalq Manual of Best Practices. Gemini – Google was used for the compilation of taxonomic information of the 80 species (Appendix A) and for the organization of the expense table. Claude – Anthropic was used for the formal adaptation and review of the work’s formatting.

The data organization included the compilation of taxonomic information of the species in a table format and the systematization of project costs from invoices and receipts. The developed methodology culminated in the elaboration of a Practical Guide, which details the procedures for the implementation of sensory gardens and psychoeducational panels, aiming for their replicability in other school contexts.

3. Results and Discussion

This section details the results of the action research, focusing on the implementation of the developed methodology for portable sensory gardens and psychoeducational panels in a school environment. The findings demonstrate the project’s feasibility and its adaptation to the real conditions of a partner school, located in an urban context with a predominantly paved area. The adopted approach allowed for the creation of a sensorially enriched environment, aligned with the principles of educational neuroscience and dialogical pedagogy, as stated in the study’s introduction. The project’s execution was accompanied by adjustments and observations that enrich the understanding of its applicability and impact.

The first phase of the project, prior to planting, involved seven crucial steps for structuring the intervention. The definition of the implementation site at the partner school revealed the need for an adaptable model, given that the institution had a built-up area of 900 m² that was completely paved, with no permeable areas or direct contact with the soil. This reality, common in Brazilian urban schools, where only 25% of early childhood education institutions are close to large green areas (Weeberb et al., 2022), justified the choice of felt pots as a flexible and transportable solution. The adaptation of the existing space, which included empty pots or pots with non-native ornamental plants, was carried out with the engagement of teachers and family members, reorganizing the environment to receive the new species.

The interaction with the local interlocutor, an articulator of the organization of space and dialogue with the board, was fundamental to the success of the first phase. The presentation of the pilot project to the students, which included the evolution of plant growth in pots, generated surprise and engagement, especially by demystifying the idea that all common fruit trees in Brazil are native. This initial activity stimulated the children to draw their own visions for the garden, promoting identification and taxonomic recognition of the plants through the creation of identification cards, an important psychoeducational element.

The project sizing considered the available area and the number of participants. In the schoolyard, 20 linear meters were demarcated, divided into two locations of 15 meters each, where the pots would be distributed. Forty-five students were organized into three groups of fifteen to carry out the planting in a one-hour cycle. Thirty pots were defined, five of 80 liters, ten of 50 liters, and fifteen of 30 liters, allowing each subgroup of three children to prepare a large and a small pot, facilitating the handling and mobility of the sensory garden.

The search for suppliers of native Atlantic Forest plants represented a significant challenge, as most nurseries and resellers prioritized exotic species. Seven nurseries were visited, three in the city of São Paulo and four in the interior, and none had all the initially listed species. The final selection of plants followed rigorous criteria, such as being edible native fruit trees or of historical, cultural, or landscape relevance, and having an adequate size to provide shade and protect other plants. For herbaceous and ornamental plants, priority was given to diversity in foliage, coloration, size, and flowering, seeking distinct species of the same genus and representative of the various forest strata.

As exclusion criteria, poisonous and thorny plants were removed, based on Matos et al. (2011), to ensure children’s safety. Two species initially considered, Cambará and Manacá-de-cheiro, were removed due to producing potentially toxic fruits. The only exception was Pau-Brasil, an emblematic species, even with the presence of thorns. In the end, the project incorporated eighty distinct species from the Atlantic Forest, whose complete taxonomic detail, including common name, scientific name, occurrence location, light and water needs, and curious facts, was compiled and made available in an appendix.

The total costs for the project execution, compiled from invoices and receipts, amounted to R$ 9,990.60. The average cost per pot was R$ 333.02. A relevant factor was shipping, which represented 20% of the total cost, due to the need to acquire plants from distant nurseries, as stores in central regions did not offer native species or sold them at higher prices. The absence of hired helpers for the execution day, although it reduced costs, is a point to be considered for future replications, given the physical effort demanded by the activity.

The logistics of material deliveries also presented challenges, with companies making deliveries on weekends, a period when the school was closed. Neighboring businesses assisted in the temporary storage of some supplies. The plants, being more sensitive, arrived three days earlier than expected, but the planned planting day was rainy, resulting in a ten-day postponement. During this period, the plants were watered daily to mitigate the stress of excessive sun exposure, and the team took the opportunity to distribute the plants on site, planning the best spatial configuration so that the larger species could create protective niches for the smaller and more sensitive ones.

Second phase – the day of planting

The second phase of the methodology, planting day, was carefully structured to maximize student participation and learning. Forty-five children, divided into three groups of fifteen, carried out the workshop in one-hour cycles. The teacher, who knew the students, organized them into five subgroups of three children each, ensuring a varied distribution of ages and physical size. This organization allowed older and larger students to assist the younger ones in handling the larger plants, promoting cooperation and collaborative learning.

The distribution of plants in space was planned considering the volume, function, and light incidence needs of each species. Inputs were organized in the covered area, within reach of the children, while cutting materials, such as scalpels and scissors, remained under the supervision of the responsible adult. Thirty liters of planting gel were prepared in plastic basins for later use. During the activity, the importance of native Atlantic Forest species and the ecological relationships between plants were discussed, highlighting the horizontal and vertical diversity that guided the project. It was observed that many trees visible from the courtyard were exotic, which reinforced the relevance of planting native species.

The preparation of the felt pots followed a didactic sequence: first, a layer of expanded clay of approximately ten centimeters at the bottom of the pot for drainage; then, the cutting and positioning of the bidim fabric to separate the clay from the soil; next, the application of three liters of planting gel in each pot to mitigate dehydration; the addition of topsoil to stabilize the larger plant and serve as a substrate for the smaller ones; and, finally, the finishing with pine bark for thermal and water protection of the soil. The children’s corporal and tactile engagement during these steps was notable, evidencing the multisensory experience proposed by the methodology.

The handling of larger plants was carried out by the responsible adult, who positioned them respecting the inclination towards the sun and the volume of the canopy. The children, in turn, dedicated themselves to the smaller plants, following rules to organize the positioning and maintain the visibility of each element in the pot. The children from the last class had the opportunity to plant six seeds of Araucaria angustifolia, a Brazilian tree threatened with extinction, whose seeds were available at the time of the workshop. After planting, a check and adjustment of the amount of soil and the positioning of the plants were carried out, and the pots, being made of fabric, could be easily rearranged in the yard to optimize the protection between species and the visual aspect of the garden.

After planting, watering was carried out, and the school cleaning team was made aware of the need to maintain the cleanliness of the area, which was covered in soil. The following day, a pressure cleaning machine was used to restore the hygiene of the patio and the cafeteria. This practical stage consolidated the multisensory experience and the learning about caring for nature, essential elements for the emotional regulation and cognitive development of neurodivergent children, according to the literature that supports the importance of enriched environments (Pfeiffer et al., 2011; Jimenez et al., 2021).

Panel workshop: biodiversity and neurodiversity

The panel workshop, held after planting, allowed students to create a Hexagonal Modular System for Bio-Existential Integration. Using seven hexagonal MDF boards, each child drew the chosen plants for their garden on one side. On the other side, structures resembling both plant roots and neurons were depicted, establishing a visual and conceptual bridge between botany and neuroscience. The central hexagon served as a mirror between the macro (the mini-forest) and the micro (the brain), reinforcing the idea that, just as plants live in mycorrhizal networks of exchange, the cerebral cortex functions as a neuronal forest.

This dashboard creation activity celebrates both biodiversity, experienced in the planting of the pots, and neurodiversity, expressed in the uniqueness of each dashboard. Each student produced a unique dashboard, reflecting their perception and choice of plants, and the representation of neurons in a network. The proposal integrates the tactile dimension of the workshop with the theoretical basis of neuroscience and phenomenology, providing a neuropsychopedagogical exercise that connects care for nature with self-knowledge and understanding of one’s own mind, as suggested by Nazareno et al. (2025).

Third phase – maintenance, care, reflections and future perspectives

The third phase of the project addressed the maintenance and ongoing care of the sensory garden, as well as future reflections and perspectives. The partner school, through the Environmental Responsibility Group (GR), assigned a group of students, educators, and staff for tasks such as watering, light exposure, moving pots, pest and disease control, and pruning. Dead leaves and pruning waste were designated for composting, promoting a cycle of sustainability and practical learning about organic waste management.

The daily and weekly maintenance cycles have established clear routines and time markers, which is particularly beneficial for neurodivergent individuals who appreciate predictability and face challenges such as temporal myopia. This practice of continuous care for the sensory garden not only ensures the health of the plants but also offers a structured environment that aids in emotional regulation and time perception, as highlighted by Santos (2023). Observing the growth and development of plants over time becomes an ongoing pedagogical opportunity, generating discussions on various areas of knowledge.

Learnings, relationships, analogies, and exercises from the garden

1. Patterns, Geometry, and Mathematical Concreteness

The plant morphology present in sensory gardens offers a practical lesson on fractals and proportions, concepts that become tangible for neurodivergent students, who often show appreciation for pattern recognition. The bifurcations of plants, as observed in the Pythagorean Tree, mimic complex biological systems, such as bronchioles and dendrites, establishing an interdisciplinary bridge between botany and anatomy. The Fibonacci sequence, visible in the clumping of orchids and bromeliads, serves as a concrete temporal marker, essential for understanding the passage of time by individuals with temporal myopia, such as those with ADHD or ASD. A suggested exercise is sensory mapping, exploring the touch of rough textures, the sight of geometric patterns, the smell of aromatic herbs, and the sound of foliage rustling, promoting sensory integration and neuroplasticity.

2. Temporality and Asynchronous Development

The sensory garden provides a living metaphor for understanding that nature does not grow linearly, and that neurodivergent students also have distinct developmental rhythms. This perspective helps to normalize the idea that different rhythms are not flaws, but rather individual specificities. Phenomena such as phototropism and spiral growth, exemplified by Costus spiralis, can be related to stimmings (self-stimulation movements), validating the body’s regulatory functions. Observing asynchronous development, comparing the rapid growth of one species with the slowness of another, helps validate the asynchrony common in High Abilities/Giftedness and autism profiles. Seasonal changes, such as flowering and leaf fall, serve as visual markers that aid in the perception of time and the construction of identity.

3. Cognitive Analogies and Psychoeducation

The physical structure of plants facilitates the understanding of complex internal processes, making communication more accessible. The thickening and rigidity of the stem, resulting from carbon accumulation, serve as a metaphor for cognitive inflexibility, helping to explain why certain changes are difficult and facilitating the acceptance of support strategies. The dynamics between species in a pot, involving protection, competition, and complementarity, illustrate the functional diversity of a classroom, where each student, like each forest stratum, plays a vital role in the ecosystem. This analogy promotes understanding of interdependence and the importance of each individual in the group.

4. Social Dynamics, Grief, and Autonomy

The sensory garden is established as a safe environment for the development of social skills and the processing of intense emotions, through the observation of the natural cycles of life. The interactions between plant roots, which form mycorrhizal networks, serve as an analogy to discuss support networks and interdependence among individuals. The management of “invasive species” can open a dialogue about power relations and social vulnerability. The senescence and loss of a plant, and its subsequent composting, allow for a naturalized approach to frustration tolerance and grief, transforming the end into nutrients for new cycles. Observing the garden’s autopoiesis, which self-regulates and attracts fauna, strengthens the student’s sense of belonging and promotes mental health through direct care for life. The space can also be used for proprioception and balance activities, integrating the body into the calm and predictable environment of nature, contributing to emotional regulation.

Articulation with public policies: the PlaNAU

The native seedling planting workshops and the creation of small potted gardens demonstrate a potential for articulation with public policies, such as the National Urban Arborization Plan (PlaNAU), launched by the Ministry of Environment and Climate Change in November 2025 and formalized by Ordinance 1.639/2026. This federal program aims to increase vegetation cover in Brazilian cities, combat climate change, promote climate justice, and improve quality of life. The participation of schools in this process, through the cycle of planting, development, and transplanting of pots to public spaces, can boost a diffuse reforestation economy throughout the country. The pots, in this context, transform into “living totems” of the schooling process, symbolizing a graduation rite that frees up space for new classes and fosters the continuity of the regenerative action.

Possibility of seamstress cooperatives: exercise in the use of AI

The methodology developed also opens up the possibility of integrating the workshops into a network of local producers of regional seedlings and seamstress cooperatives. These cooperatives could make the felt pots from fabric scraps from the fashion industry, promoting a circular, local economy engaged with forest regeneration and waste disposal. The use of Artificial Intelligence tools, according to the guidelines of the USP/Esalq Manual of Best Practices for AI Use, was explored to assist in compiling taxonomic information of the species and in the formal adequacy of the work. Furthermore, AI exercises can propose the creation of similar projects, organizing the school, students, educators, and families around these ideas, and calculating positive social and economic impacts. Suggestions include calculating carbon sequestration if the project were replicated in every school in Brazil and the number of pots needed to offset the carbon footprint of a person with average consumption, transforming the activity into a topic for citizenship classes and social projects.

In summary, the research demonstrated the feasibility of implementing portable sensory gardens and psychoeducational panels in urban school environments, overcoming logistical and structural challenges. The methodology, based on action research and the principles of educational neuroscience, not only provided a rich multisensory experience and practical learning about biodiversity, but also offered a framework for emotional regulation, improvement of temporal perception, and development of social skills in neurodivergent children. The integration of concepts from biophilia, experiential learning, and psychoeducation, combined with the flexibility of the felt pot model, constitutes a low-cost, high-neurobiological-impact intervention, with the potential to be replicated and articulated with public policies for urban greening, promoting well-being and connection with nature.

4. Conclusion

This study proposed to develop and detail a methodology for the implementation of portable sensory gardens and psychoeducational panels in school environments, aiming to improve the well-being, academic performance, and temporal perception of neurodivergent children. The feasibility of the methodology was verified through its implementation in a partner school, located in an urban context with a predominantly paved area. The intervention involved planting eighty native Atlantic Forest species in felt pots, demonstrating the flexibility and adaptability of the model. The engagement of forty-five students in the planting workshop and the creation of psychoeducational panels, which established a conceptual bridge between biodiversity and neurodiversity, was observed. The methodology proved to be a low-cost, high-neurobiological-impact intervention, promoting emotional regulation, improved temporal perception, and the development of social skills, based on the principles of educational neuroscience and experiential learning.

Despite the logistical challenges faced in acquiring native species and in freight costs, the proposal demonstrated significant replication potential. It is suggested that future studies explore the articulation of this methodology with public policies for urban afforestation, such as PlaNAU, to drive a diffuse reforestation economy and the creation of local cooperatives for the production of felt pots from textile waste. Continuous observation of the sensory garden, with its daily and weekly maintenance cycles, established clear routines and temporal markers, which proved particularly beneficial for neurodivergent individuals. Thus, the work offers a model for social transformation, celebrating biodiversity and neurodiversity while promoting mental health and environmental regeneration.

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