RESEARCH

Higher Attention Capacity After Improving Indoor Air Quality by Indoor Plant Placement in Elementary School Classrooms

After 12 weeks, students in plant-filled classrooms improved their attention performance scores by 2.5% (from 0.964 to 0.989) and quality scores by 2.8% (from 0.945 to 0.973)—both statistically significant gains. Additionally, air pollutant levels like benzene and toluene dropped by 27% and 48% respectively, showing that indoor plants enhanced both mental focus and environmental health.

Program Types: Therapeutic

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Improved Cognitive Function

Allied Profession Intersections: Education

Type of Activity: Indoor Plant Care

Evidence Type: Peer-Reviewed Studies, Randomized Controlled Trials, Qualitative Research, Quantitative Research

Measurement and Evaluation: Metrics for Mental Health, Standardized Assessment Tools, Program Effectiveness

Access: Free

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Summary

This study looked at whether placing indoor plants in classrooms could improve the attention span of elementary school students. Researchers observed 70 sixth-grade students in two schools in Seoul, South Korea. For 12 weeks, one group of classrooms had indoor plants while another group did not. The researchers measured air quality—including temperature, humidity, and pollutants—and tested students’ attention using a standard tool called the Frankfurt Attention Inventory (FAIR), which evaluates performance, efficiency, quality, and focus.

The classrooms with indoor plants had better air quality overall, including lower levels of harmful substances like benzene and toluene. Students in those classrooms also showed bigger improvements in their attention scores—especially in performance and quality—compared to those in classrooms without plants. The findings suggest that indoor greenery doesn’t just improve air; it can also boost how well students concentrate and stay engaged during schoolwork. This shows how the physical classroom environment can support learning in subtle but powerful ways.

Link

Kim, H.H., Yeo, I.Y., & Lee, J.Y. (2020). Higher attention capacity after improving indoor air quality by indoor plant placement in elementary school classrooms. Hort J., 89(3), 319-327

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