Previous research has indicated that exposure to indoor plants can reduce stress, improve air quality, and enhance cognitive function. This study builds upon this foundation by specifically examining the classroom environment. In the spring of 2024, the study was conducted to investigate the effects of indoor plants on student well-being and academic performance in university classrooms. Two similar classrooms were used: Room 101 (experimental group, with plants) and Room 105 (control group, without plants). A total of 105 students took a survey at the beginning of the study (Feb 2024) and 91 took the end survey (Apr 2024) with a 78.1% completion at the beginning and 86.8% completion at the end. Demographics presented an unbalanced distribution of gender (66% female, 34% male) and majority of academic year falling into freshman classification (54%). Most participants were aged 18-24 years. Students completed surveys of self-reported depression, anxiety and stress levels using the DASS-21 4-pt Likert scale, and classroom satisfaction. Data set reliability showed a 0.81 Cronbach’s alpha score. After Wilcoxon/Kruskall Wallis analysis, results displayed students in Room 101 reported lower overall DASS scores (p < 0.05) with significantly decreased stress levels (p = 0.025) compared to Room 105. A statistical analysis using Spearman's ρ correlation coefficient revealed no significant relationship between depression and anxiety scores in relation to room types. However, a significant correlation was found between stress scores and room types (p = 0.0498). Common factors in student satisfaction were the lab instructors and the green wall in room 101. These results have important implications for classroom design and educational policy, suggesting that the simple addition of indoor plants and artificial greenery could significantly enhance the learning environment and student outcomes in higher education settings.
