The Impact of Biophilic Interior Design on Pupil Well-being in Ugandan Primary Schools: A Convergent Mixed-Methods Study

Abstract

A growing body of evidence links biophilic design to enhanced well-being in educational settings. However, this research is predominantly situated in high-income, developed countries, leaving a critical gap in understanding its effects in resource-constrained contexts. This study examined the effects of biophilic interior design on the emotional and social well-being of pupils in government-sponsored primary schools in Mukono District, Uganda. A convergent mixed-methods design was employed with 302 pupils (aged 11-12) from four purposively selected schools. Quantitative data were collected via a reliable 5-point Likert scale questionnaire (Cronbach’s α = 0.895) measuring Emotional and Social Environment (ESE) and perceptions of four biophilic domains: Nature in Space (NIS), Sensory Nature Stimuli (SNS), Nature of Space (NOS), and Natural Analogues (NA). Qualitative data were gathered through 12 focus group interviews (n=4 pupils each) incorporating diamond ranking and visual elicitation board activities. Quantitative data were analyzed using descriptive statistics, Spearman's correlation, and multiple regression. Qualitative data were analyzed using thematic analysis. The regression model was statistically significant, F(4,297) = 74.34, p<.001, explaining 49.4% of the variance in well-being scores (Adjusted R²=0.494). All four biophilic domains were significant positive predictors, with NIS (β = 0.54, p<.001) and NOS (β = 0.47, p<.001) showing the strongest effects. Qualitative findings revealed that pupils strongly associated positive emotions with elements like natural light, views of greenery, and open, safe spaces for socializing, while expressing aversion to dark, paved, and poorly maintained environments. Biophilic design elements are powerful, significant predictors of pupil well-being in Ugandan primary schools. The convergence of quantitative and qualitative data provides robust, context-specific evidence that integrating these nature-based elements can profoundly enhance the emotional and social environment of learning spaces, offering a low-cost strategy for supporting holistic student development in resource-constrained settings.