The Effects of Horticultural Therapy Based on Person-Centered Theory on the Emotional Competence and Concentration of Elementary School Students in Special Education Classes

Background and objective: This study aimed to examine the effects of a horticultural therapy program based on personcenteredtheory on the emotional competence and attention span of elementary school students in special educationclasses (hereafter referred to as “SEC elementary students” or “SEC children”). Person-centered theory—rooted in the coreprinciples of empathy, congruence, and unconditional positive regard—promotes personal development and fostersautonomy in emotional expression. Methods: The program was implemented with six students from a special education class at an elementary school in D City. It was conducted once a week for 40 minutes per session, over a total of 10 sessions from April to June 2025. Results: There was a statistically significant improvement in emotional intelligence, with scores increasing from a pre-testmean of 87.17 ± 21.01 to a post-test mean of 151.50 ± 37.30 (p = .028). Positive emotional responses significantlyincreased (p = .027), while negative emotional responses decreased (p = .028). Additionally, a session-by-session analysisshowed a consistent improvement in emotional competence (p < .001). Attention scores decreased from 22.67 ± 3.98 to9.17 ± 3.66 (p = .027), indicating improved attention span, as lower scores reflect better outcomes. These results suggestthat horticultural therapy, based on person-centered theory, had a positive effect on both emotional competence andattention span. It is presumed that the therapeutic environment—characterized by empathy and autonomy—contributed tothese positive changes among children with special educational needs. Conclusion: This study demonstrates that horticultural therapy—founded on empathy and support for autonomy—is aneffective intervention for improving emotional competence and attention span in SEC children. These findings support thepotential application of horticultural therapy based on person-centered theory within school-based special educationprograms.