Tailoring Engagement with Urban Nature for University of Sheffield Students’ Wellbeing

The prevalence of common mental health issues amongst university students has continued to increase, with the number of students declaring a pre-existing mental illness doubling since 2014/15. This has resulted in an increased and unmet demand for university student support services. Students suffering from mental health issues are more likely to drop out and underperform academically. This thesis explores what type of nature based interventions could support University of Sheffield students’ wellbeing. Using a mixed methods approach, this thesis addressed four research questions: (1) What nature based interventions are currently available to University of Sheffield students in South Yorkshire? (2) How do a walking intervention and an app intervention in urban nature compare in terms of their effect on student wellbeing? (3) How did participants experience these interventions? (4) How should engagement with the natural environment be encouraged for university students’ wellbeing? The use of expert interviews details the current procedures and availability of nature based interventions. An intervention study was designed to improve university students’ wellbeing through encouraging regular engagement with nature. This aimed to facilitate nature connection and attention restoration. The intervention compared a specially designed mobile phone app and walk activity. This is the first study to detail the lived experience of university students’ engagement with nature, to include follow-up measurements and a detailed evaluation. This resulted in findings in relation to noticing the negative and positive aspects of nature, and the viability of introducing novel nature based interventions for this population’s wellbeing. Statistical analysis presented a mixed result in nature connection and quality of life outcome between the interventions. Critically, the qualitative results presented opportunities to improve university student’s engagement with nature through green space design in coordination with interventions. Thematic analysis revealed the importance of campus green spaces designed to facilitate social and academic activities