Abstract
Background. Students often face high levels of mental distress, which can adversely affect their academic performance and overall wellbeing. While forest bathing, as a nature-based solution (NBS), has recognized benefits for mental wellbeing, its specific impact on undergraduate students remains understudied. Purpose. This research brief aims to present the insights and lessons learned from a pilot study utilizing a five-step forest bathing protocol applied to higher education students. Method. A semester-long intervention study was conducted in natural urban parks in São José dos Campos, São Paulo, Brazil. Thirty-six newly enrolled university students participated in three NBS sessions, with data collected before and after each intervention using the Depression, Anxiety, and Stress Scale. The interventions were spaced approximately one month apart. For the paired comparison between repeated measurements, one-tailed tests were used based on Student's t-test, with significance set at p < 0.05. Results: The protocol had significant and substantial effects on reducing anxiety (48.4%, d(Cohen) = 0.415), depression (35.4%, d(Cohen) = 0.431), and stress (33.5%, d(Cohen) = 0.479) in participants, particularly after visiting parks with a higher degree of naturalness. Insights and Lessons Learned. The pilot study highlighted the critical role of naturalness in the effectiveness of forest bathing interventions. Parks with more natural elements provided greater reductions in mental distress, supporting theories such as attention restoration theory. Additionally, the findings suggest that integrating NBS programs into university settings can significantly enhance student mental wellbeing and emotional stability. The nuanced responses to different environmental settings underscore the need for well-designed green spaces in academic environments. These insights can inform the design and implementation of green spaces within universities, contributing to improved mental health outcomes for students.