The Impact of Physical/Natural Spaces on the Mental and Emotional Well-Being of Students According to the Report of Rural Female Teachers

Abstract

In rural schools, nature is a space where teachers and students seek to feel states of emotional well-being. Activities carried out in contact with nature could be considered ideal for learning. The objective of the research was to explore the influence of physical/natural spaces on the emotional well-being of schoolchildren as reported by female teachers working in rural and indigenous contexts in the region of La Araucanía, Chile. This research is based on the hermeneutic paradigm with a case study design. The selection of participants was non-probabilistic and intentional, including 15 female teachers working in rural school contexts. The study used a semi-structured interview format, and the data were analyzed using grounded theory. According to the teachers’ discourse, the results generated three categories: (a) culture and diversity, (b) physical/natural spaces, and (c) emotional well-being. These show that natural spaces positively affect learning processes and emotional regulation. The research suggests that encouraging contact with physical/natural spaces can help create classroom climates with lower levels of conflict and tension. This, in turn, leads to higher levels of physical, psychological/mental, social, and spiritual balance, resulting in improved attitudes and motivational processes towards learning by students and teachers in rural and indigenous contexts.

1. Introduction

Psychological and mental well-being in childhood and adolescence are fundamental aspects of the integral development of the individual [1,2]. Thus, mental health is defined as a state of well-being in which people are aware of their own capabilities, can cope with life’s stresses, work productively, and are able to make a contribution to their community [3,4]. However, mental disorders are a reality that affects a significant number of children, adolescents, and young people, negatively impacting their well-being and potential [5]. In this sense, psychological and mental well-being in childhood and adolescence has influences on thinking, emotions, and behavior that can contribute to or affect development, learning, and social relationships [6]. Therefore, the early identification and timely treatment of mental disorders in childhood and adolescence are crucial to improve prognosis and reduce the risk of long-term complications; reduce the impact on development, learning, and social relationships; improve the quality of life of the child and adolescent and their family; and prevent the development of new disorders or the chronification of existing ones [7,8].

It has already been recognized that one of the most important components of psychological and mental well-being is emotional regulation, which is a mechanism of change in mental health [9,10,11]. Emotional regulation is the skill and process that enables individuals to manage, minimize, or intensify emotions to achieve a specific goal [12]. This capacity permeates school contexts, where managing emotions is fundamental to students’ learning experiences, relational dynamics, and teacher effectiveness [13]. From this perspective, emotional well-being is a state that enables individuals to achieve physical, psychological, and social balance. It allows people to enjoy a fulfilling life, cope with challenges, overcome failures, and reach their goals. This is crucial for educators as it helps maintain and enhance their health and impacts learning and teaching processes [14,15,16]. However, the school context is not exempt from difficulties in regulating emotions. This can manifest negatively through biological aspects (e.g., hypertension), psychological aspects (e.g., depression, anxiety, and stress), and social aspects (e.g., aggressiveness) [17].

Another aspect that can influence the health of students and teachers is the school environment, which includes the physical aspects of the school building, emotional aspects, and relational dynamics among educational actors [18]. Green areas allow sensorimotor stimulation that favors children’s physical, cognitive, and emotional well-being [19]. However, opportunities for young individuals to interact with natural spaces have decreased [20], even though evidence indicates that natural spaces include three mechanisms that strengthen well-being: (1) physical activity: natural spaces stimulate people to be physically active [21]; (2) restorative experiences that relieve stress: walking in green environments produces more remarkable physiological changes towards relaxation, vitality, and recovery [22]; and (3) social interaction: green spaces contribute to social cohesion, a sense of community, and feelings of security [23].

According to Lei Xia (2020), nature is a fundamental dimension that can contribute to students’ emotional balance [24]. Additionally, education based on the natural environment fosters dignity and provides an educational alternative for human development [25]. Therefore, we argue that, given the context of rural and indigenous schools in Chile, nature is a space that both teachers and students seek in response to nature’s benefits on emotional well-being [19,23]. In other words, activities carried out in contact with nature could be ideal instances for constructing learning [26].

In this context, neuroarchitecture studies the relationship between architecture and neuroscience. It focuses on how people perceive spaces and aims to explain and solve architectural phenomena from a biological and cognitive perspective. By theoretically examining the relationship between individuals and architectural objects, neuroarchitecture contributes to improving architectural design, production, and teaching [27,28]. Thus, according to the contributions of Mokhtar et al. (2016), there are four categories considered essential elements that neuroarchitecture proposes when creating learning environments [29]: (a) The emotional sense of the environment: human beings create emotional bonds with architectural environments through a sense of belonging. (b) The proportions of space: This refers to the fact that patterns in the design of spaces influence learning. For example, high ceilings encourage students to think more freely. (c) Environmental lighting: In educational settings, the brightness of lighting affects students’ learning experience. Therefore, good daylighting contributes to improved academic performance. Low lighting, on the other hand, alters cortisol levels, leading to higher stress levels in students. (d) Location and relationship with the outside world: this has to do with the external stimuli that students receive.

It is necessary to understand that stimulus overload can harm attention, leading to mental fatigue. On the other hand, nature has a restorative effect by concentrating stimuli to a minimum and increasing mental acuity. Immersion in natural environments lowers stress levels, helping the brain to maintain an optimal state of concentration. Thus, spaces are created to regulate emotions, mediating emotional regulation. Furthermore, one of the most critical aspects in the teaching and learning process, alongside the students and the teacher, is the environment that surrounds learning; this process occurs by breaking the walls of the school and taking the children to the countryside, developing the teaching–learning process in the open air [30]. This is also studied by other areas of knowledge, such as emotional geographies, which state that spaces and places are linked with people’s emotional aspects.

Humanistic geography focuses on studying human beings’ environmental and spatial behavior, considering subjectivities and the organization of geographic spaces geográficos [31]. It argues that there is a constant interrelationship between human beings and places. These relationships have two aspects: emotions are projected onto landscapes, and landscapes have the capacity to arouse emotional responses [32]. In this regard, places cannot be reduced to simple topographical spaces. Geographical space is also an existential space characterized by portions of territory full of meaning for human beings [33].

In the 20th century, phenomenology and existentialism studied and supported the concepts of territoriality, place, overcrowding, and intimacy [34]. The affective and symbolic connections to places were taken into account, including cultural factors that impact human behavior. Thus, Tuan (1979) proposes that a humanist geographer’s training should include a foundation in physical geography, animal ethology expertise, and essential social sciences concepts. Furthermore, men’s or groups’ feelings, concepts, and geographical theories should be included [35,36]. Therefore, human beings act constantly and reciprocally with the environment, themselves, and the spatial environment around them. The humanistic approach to geography explores how people perceive and understand the world around them, including the significance they attribute to places, objects, and events on the Earth’s surface [37]. In essence, humanist geographies evolved as a critique of traditional geography, expanding beyond just physical features like landscapes, climate, and land parcels. To the above, the feelings, concepts, and geographical theories that the individual or group has, to contemplate the world of facts and their meanings, must be incorporated.

As discussed, space is a practiced place characterized by the actions of its inhabitants [38]. This space is divided into various dimensions: material, historical, cultural, political, and symbolic. In other words, space involves the perception of physical space and the associated sensations, feelings, and emotions, including the actions and practices that take place in it. In this sense, space is a material and social construction [39] that encompasses interpersonal relationships and relationships with objects [40]. It is also where identity, relationships, history, and a sense of belonging are constructed [41].

The relationship between individuals and physical and social spaces is grounded in understanding the environments where each culture flourishes [42]. In other words, spaces are transformed into places of significance and social representation according to the social and cultural context. For instance, in Mapuche society, there are kuel, which are earth mounds used for funerary purposes. They can also serve as geographical maps and, according to the Mapuche cosmovision, are vital energy centers that contribute to balance in nature. Such sites provide a sense of cohesion and belonging to the group [43]. Thus, culture mediates between the representation and significance of space and influences people’s emotional regulation.

In short, spaces have acquired relevance in emotion regulation and learning in school education contexts, seeking students to become ’ideal citizens’ [44]. However, in educational spaces, emotions in schools have been reduced to proper and improper from a dualistic mind/body perspective. Emotional regulation is made invisible in the school space because it is considered opposed to rationality [45]. Thus, the school considers space passively as an empirical, objective, and mappable container reduced to a physical dimension [46]. This contrasts with the approaches in the field of emotional geography, which indicate that spatial signs established in socialization practices and discourses are essential in influencing the presence, absence, or intensity of emotions [47]. In this context, emotion and space are no longer seen as linear aspects but as the foundation for social and cultural relations and practices [48]. In this context, the objective of the research was to explore the influence of physical/natural spaces on the emotional well-being of schoolchildren as reported by female teachers working in rural and indigenous contexts in the region of La Araucanía, Chile.

2. Materials and Methods

This research is based on educational research [49] under an interpretative, hermeneutic paradigm, focusing on the meaning of culture and the peculiarities of everyday life within the educational phenomenon, exploring people’s perceptions, intentions, and actions [50,51,52]. The research approach is qualitative. It aims to reject any universalist point of view and instead focuses on seeking specific and emerging knowledge that is built through diverse meanings and experiences [53]. This approach demonstrates rigor through its paradigmatic criteria, understood as constructionism, constructivism, and interpretivism. It argues that knowledge is constructed through interaction with others in a dynamic reality.

2.1. Design

The research design involved a case study [54,55]. To conduct this study, the researcher had to spend sufficient time at the specified location and with the group or cases being studied to gather as much data and information as possible. This information was then analyzed to understand the importance that teachers place on physical and natural spaces in the school environment and their impact on emotional regulation. Likewise, the female teachers’ accounts were used to internally organize the meanings through semantic networks, a technique used to organize the knowledge that people have of words, or other verbal symbols, and their meanings and references to social and cultural relations and realities [56].

2.2. Context

The context where this research was carried out was the region of La Araucanía, Chile, which has been characterized by the sizeable historical presence of the Mapuche (native) people, who, according to the National Institute of Statistics of Chile (in Spanish, Instituto Nacional de Estadísitica [INE]), represent 79.8% of the indigenous population in Chile, being the most representative native people in the country [57]. They are predominantly located between the regions of Valparaiso to Los Lagos and are identified according to their territoriality: Pikunche, living in the north; Naqche, living in the lowland sector; Wenteche, living in the plains; Lafkenche, living in the coastal area; Pehuenche, living in the mountainous area; and Wijiches, living in the south [58]. In this regard, La Araucanía is characterized as being the Chilean region with the highest number of schools located in rural/indigenous contexts (607), equivalent to 18.7% of the country [59]. Thus, educational institutions located in rural/indigenous contexts are linked to educational processes of ethnic origin, from where the undeniable need to promote an emancipatory education in terms of social justice arises, highlighting the characteristics of the context [60]. For this reason, the account of teachers working in rural/indigenous schools is essential to understand the learning processes of students to make contextualized decisions related to the curriculum, school system rules, curricular regulations, and ideologies of the teachers themselves regarding the rural, social, and cultural reality in the classroom [61].

2.3. Participants

The participants were selected intentionally based on specific characteristics rather than randomly. This was performed to observe common diverse traits contributing to the researcher’s analysis [62]. Subsequently, once the group of participants had been chosen, snowball sampling was used. Other interviewees themselves suggested additional subjects with similar characteristics [54].

In this regard, the reference population consisted of 15 female teachers who work in schools located in rural Mapuche contexts in Lafkenche (Toltén) and Wenteche (Nueva Imperial and Chol Chol) territories in the Araucanía region, which is a historical space characterized by its social and cultural diversity (Figure 1). Moreover, they are characterized by educational seals or approaches (intercultural and religious), and the number of students per school is approximately 150, with a percentage of Indigenous students above 90%. It should be noted that all the teachers who participated in this research are female.

2.4. Instrument

The information was collected through a semi-structured interview due to its advantage in adapting to topics with enormous possibilities of motivating the interlocutor, clarifying terms, identifying ambiguities, and reducing formalities [32]. The interviews in this research consisted of 34 questions that intended to explore the meaning teachers give to physical/natural spaces and their influence on emotional regulation. The approximate duration was between 60 and 90 min. They were fragmented into dimensions: Dimension 1 had 11 questions that explored the perception of space (e.g., What would be appropriate in an educational space to promote learning?); Dimension 2 had ten questions focused on the influences on emotional regulation and the influence of space and emotional regulation on learning (e.g., Do you think that space and the organization of elements in spaces influence students’ emotional regulation?); and Dimension 3 is made up of 13 questions that relate to spatial organization in school contexts located in a Mapuche context (e.g., Do you think that Mapuche culture influences the organization of school spaces? Why?). In this way, each question is linked to the dimension and responds to the objective of this research.

2.5. Validity and Reliability

For the validation of the interview script, the conventional Delphi method was used [33,34,35]. This is an information validation technique based on the consultation of experts in an area to obtain the most reliable consensus opinion of the group consulted [36]. These experts are individually subjected to a series of in-depth questionnaires interspersed with feedback from the group, which, based on an open exploration, produces an opinion that represents the group after successive returns. The semi-structured interview scripts were sent to 3 experts. The selection criteria for the experts were the possession of a PhD degree or extensive work experience in the target areas (education, anthropology, and architecture) and publications in indexed journals for review and feedback. Once the experts’ feedback was reviewed, adjustments were made based on the observations described in the corresponding column.

2.6. Analysis Procedure

For the analysis plan, the interviews were transcribed and imported into the ATLAS.ti software version 23. Based on grounded theory, this approach allowed for a representation of reality through simultaneous data collection and analysis. The constant comparison method was crucial as it facilitated systematic analysis by comparing and contrasting the categories, hypotheses, and properties that emerged during data collection [37,38,39].

2.7. Ethical Considerations

This research is conducted in accordance with the principles and mandatory standards for project researchers of the National Agency for Research and Development (ANID) of Chile based on the Singapore Declaration on Integrity in Research. To carry out this research, in the first instance, a letter of authorization was given to the school principals, where they accepted that the schools were part of the study. Subsequently, and as an inclusion criterion, the education professionals who agreed to participate had to sign an informed consent form. This research was approved by an Ethics Committee of the Universidad Autónoma de Chile, Chile (Act N° CEC 12-24).

3. Results

Considering the analysis of the education professionals’ discourse, three categories were identified: (a) culture and diversity, (b) physical/natural space, and (c) emotional well-being (see

Table 1. Categorization of interviews.

Category	Codes	Percentage	Quotes	Percentage
Culture and diversity	77	39.3%	463	58.4%
Physical/Natural Space	62	31.6%	125	15.8%
Emotional well-being	57	29.1%	205	25.8%
Total	196	100%	793	100%

Note: own elaboration using ATLAS.ti software.

). These categories will be further examined in the upcoming sections.

3.1. Category: “Culture and Diversity”

The rural contexts of the Araucanía region are characterized by their social and cultural diversity, where the Mapuche society and culture predominates, which has been ancestrally distributed in the rural territories of the region. This is associated with the cultural diversity visualized in schools, which in some cases has been responsible for omitting and, in other cases, for visualizing indigenous characteristics and knowledge, which is directly related to the processes of developing the cultural identity of students and teachers. For example, it is visualized in Mapuche socio-cultural contexts, where several schools in La Araucanía have characteristic elements of their worldview, such as the ruca or ruka (communion space); the rewe (ceremonial altar), which are sometimes used by the educational community to commemorate important dates such as We Tripantu (Mapuche New Year); or mizawun (time of sharing). It is for this reason that teachers place great emphasis on culture, which is evidenced in the following excerpts:

“The idea is to motivate the students so that they learn to work in a Mapuche context, learn Mapudungun, or learn the crafts Mapuche people made”

(Teacher 2, Quote 17)

“I believe the ruca represents a specific cultural area with an intense concentration of Mapuche culture. However, this influence can still be felt throughout the school, as the classrooms are labeled in Mapudungun and Spanish, with translations provided everywhere. Certain words are frequently used and encouraged. The indigenous language is also taught as a subject, and all Mapuche traditions are respected. Special commemorative dates are celebrated, and students have the freedom to engage in games and activities that are typical of the culture. There have even been recreational days centred around Mapuche games, which were highly enjoyable”

(Teacher 7, Quote 37)

“When we put up the rehue (ceremonial altar), it was a lovely ceremony that we did for We Tripantu (Mapuche New Year). In that event, everyone brought their food to share. We also did mizagun (time of sharing), which was enjoyable”

(Teacher 9, Quote 33)

In rural schools, there is a noticeable socio-cultural diversity, but Indigenous Peoples are a minority in Chile. Historically, schools have tended to practice ethnocentric monocultural educational methods, which reflects the dominance of the majority society. This has led to cultural discrimination that directly impacts the identity of both indigenous and non-indigenous students. Concerning this, teachers made the following observations:

“I believe that the decline in knowledge can be attributed to the changing experiences of children. They are no longer being taught by their grandparents or maintaining strong connections with them. Grandparents are typically the ones who pass down cultural knowledge, so this lack of interaction has led children to embrace a non-Mapuche way of life”

(Teacher 1, Quote 27)

“There used to be processions, but then there was a significant change, and the processions stopped. This lack of respect for the community caused much tension, leading some parents to withdraw their children from school”

(Teacher 3, Quote 112)

“The tradition was lost. We went from using it daily to using it only occasionally. The Mapudungun language teacher suddenly asks the students in that language how they are. The children from the culture respond, but as I said, many forgot how to say hello, for example”

(Teacher 11, Quote 97)

However, in response to the challenge of reducing the negative aspects of ethnocentrism, intercultural education based on interculturality has emerged. Its main characteristics include respect and tolerance for traditions and the social and cultural diversity in educational spaces. This was supported by teachers’ accounts when they indicated the following:

“They adapt; they have different beliefs, completely different, but they adapt to the Mapuche ethnicity, which generates good learning, good communication, friendship between them, trust, and we also adapt to their culture by participating in it”

(Teacher 2, Quote 21)

“We conduct our activities with the understanding of respect. If a student wishes to pray in Mapudungun, we have no issue with that. In fact, we encourage it. Our communities share similar religious and cultural values with the school”

(Teacher 6, Quote 88)

“The truth is that the parents and children have a good relationship. I haven’t seen any children who oppose or have conflicts about it. The children themselves are aware of this. In the few cases of conflict I have seen, parents are not opposed to it because they understand it is an important part of the school’s values. The children willingly participate in the morning prayers, which helps them become more respectful. Overall, I don’t find it to be overly intrusive”

(Teacher 13, Quote 17)

In summary, the different teachers suggest that socio-cultural factors are crucial in shaping students’ identities despite the presence of specific processes that have perpetuated practices of socio-cultural discrimination by excluding the knowledge and wisdom of Indigenous People. Likewise, the teachers’ accounts indicate that within school settings, there are social and cultural interaction processes centered on respect and tolerance. These interactions can facilitate a dialog of knowledge and cultural understanding, ultimately fostering the optimal development of the teachers’ and students’ identities within diverse social and cultural backgrounds (Figure 2).

3.2. Category “Physical/Natural Environment”

Regarding the accounts provided by the teachers who participated in this research, the physical school spaces are influenced by the educational establishments’ environment, resulting in positive feelings towards the surroundings. However, this is also subject to the organization of the physical spaces in the school, which is determined by each teacher or the management teams of each institution. This has positive effects on both the teachers’ opinion of the educational space and the social environment created by the schools’ concern for the well-being of their teachers and students. This was confirmed by the teachers when they indicated the following:

“The environment has a significant impact on all areas, especially on children’s learning. If we introduce culturally significant elements, such as the Mapuche culture, it becomes evident that the learning becomes more meaningful for them. Therefore, it is important to make this connection for their benefit”

(Teacher 10, Quote 21)

“As I mentioned, we use the second playground because it’s conveniently located near the bathroom, so we have everything we need close by. Our playground has games that are different from those of the children’s playground. We have a little house, some climbing games, and we’re closer to the forest, which adds a magical touch to the playground”

(Teacher 9, Quote 47)

“I appreciate the current layout of the spaces, the colors, and the natural light that fills the rooms. It’s evident that the establishment prioritizes the quality of the rooms, ensuring they are well-lit and spacious with vibrant colors. They even expanded a small room to create more space. This focus on ample space stands out to me, especially when I compare it to the cramped classrooms in some schools. It’s clear that the emphasis here is on providing large, open areas rather than shrinking other spaces”

(Teacher 2, Quote 84)

In this sense, the physical spaces surrounding schools are predominantly natural in rural contexts. This would allow for creating strategies in favor of experiential learning for students, showing that interaction with open spaces and contact with nature is an indicator of higher-quality learning. In this respect, the teachers stated the following:

“Outside, in any case, it’s where they learn the most, but we’ve limited ourselves a lot, especially now”

(Teacher 6, Quote 78)

“I think that allowing the students to work outside is beneficial. Taking advantage of the beautiful weather to let them play or run outside the classroom is wonderful. It’s something that can’t be replicated in the classroom”

(Teacher 11, Quote 22)

“The science teacher takes the students outside to explore different types of rocks. They walk through the countryside, which is a cool opportunity for them. The kids can take a walk with the teachers to look for different types of plants and rocks”

(Teacher 10, Quote 62)

“Even though the school is located in a rural area, I noticed that there is plenty of natural space and open areas. I believe this environment must have a positive psychological impact on the students”

(Teacher 9, Quote 18)

In this context, the school environment becomes a crucial aspect. It is essential to highlight the physical and architectural aspects of schools and the environments created to promote student well-being and learning. In this regard, the teachers emphasized the following:

“When I consider the physical space, I believe that it does have an impact. A welcoming environment will always make you feel more comfortable than an unwelcoming one. In that sense, I think that the school ensures that it is beautiful, with painted walls, a daily fire for the children, cleanliness, and providing the best materials. The current headmistress even returns materials in bad condition because she wants the children to have the best. In this regard, they have always sought to prioritize these aspects”

(Teacher 7, Quote 39)

“If the environment is pleasant and the atmosphere is warm, the children will also feel comfortable. I am very proactive in creating a pleasant environment at the school. I place motivational messages on the daily murals and play music to make the atmosphere warm and comfortable for the children. As the national holidays are coming, we also play cuecas (Chilean national dance), and they (students) like to dance. I try to make them feel that there is life in the space in every sense”

(Teacher 3, Quote 59)

In short, it is already known that spaces encompass more than just physical or architectural aspects. They also consider all the actors in the school space and their subjective elements that underlie the different social and cultural characteristics. In other words, the relationship between school and natural spaces is mediated by the knowledge of each teacher and student, which was acquired through their interrelation with the culture to which they belong [63]. In this sense, the teachers report the existence of an ample natural space where the schools are located, which can promote a healthier interrelationship with nature, consequently developing positive feelings towards the school space and environment (Figure 3).

3.3. Category “Emotional Well-Being”

Emotional regulation has historically been distanced from school spaces due to the prioritization of rational aspects associated with learning-teaching processes. In this respect, this research argues that emotions are a fundamental element in educational processes, considering that the greater the capacity for emotional regulation, the more outstanding the achievement of significant learning. In this sense, spaces also influence the emotional well-being of students and teachers, mainly when those spaces are organized considering the socio-cultural characteristics of the educational actors. The teachers also confirmed this perspective when they indicated the following:

“It is important to recognize that these factors influence their emotions and that respecting their culture and any changes made within it or within the institution also impacts them. For example, if we were to announce that we would remove the Ruca, the Rehue, and the Mapudungün class, it would have an emotional effect on them because these are integral parts of their culture. We need to show respect for their culture, and in doing so, they will become more empowered by our participation in it”

(Teacher 2, Quote 10)

“I’m currently comparing and contrasting the two schools where I work, as they are pretty different. The infrastructure at one school is smaller compared to the other school, and it has a significant impact as the spaces are more extensive and much more pleasant. For instance, in one education institution, they take your temperature and have an armchair at the entrance where you can sit. This makes you feel at home, and I believe all of these factors influence the emotional experience”

(Teacher 8, Quote 52)

“I think that we should continue to encourage emotional support. I believe this is a very important factor that favours learning, both for the children and us as adults. It’s challenging to balance our time between family and work, so I believe this support would benefit both the students and us”

(Teacher 10, Quote 18)

The emotional well-being of students and teachers is also linked to the motivational environments created by both schools and teachers through their pedagogical practices. In this respect, the participating teachers indicate that outdoor spaces can also become a tool for emotional well-being, which consequently has a direct influence on learning. This was demonstrated when the participants stated the following:

“The children have a lot more space outside the classroom. They can speak loudly and express themselves freely, which is difficult for them to do in a quiet, confined space. I believe that being able to speak louder helps them develop better. They can also move around and sit anywhere, which motivates them. The change in environment outside the classroom really makes a difference”

(Teacher 2, Quote 40)

“Children love to be outside the classroom because they learn better that way. Some children are very active and even hyperactive, but there must be a reason for that. They feel fulfilled and motivated by being in constant movement, which is a different way of learning compared to just sitting and listening”

(Teacher 1, Quote 21)

However, emotional well-being is not only subject to the organization of spaces and their use. It is also essential to consider the role of teachers, one of the leading educational actors in the learning-teaching process, whose sole task is not only to mediate school content but also to have the constant challenge of educating and supporting students regarding their values and emotional aspects. In this respect, the teachers stated the following:

“The most important aspect of an educational environment should be a climate of affection and respect, regulated and mediated by people with the capacity and skills to work with others and genuinely enjoy what they do. I think that the most important factor in an educational setting is the students. It’s crucial to have a mediator who loves education and children. Because if not, it’s useless. I don’t get anything out of having a space full of didactic elements when there’s no good mediator”

(Teacher 6, Quote 13)

“I believe the teacher has a greater impact than the physical space. The students’ admiration for the math teacher has always impressed me about the school. Even though math is complicated for the students, they still enjoy it. When they see the teacher, they run towards her. In other words, the teacher’s influence on motivation is more significant than the physical space where the class is held. Maybe it’s more challenging for them to learn in colder rooms, but the school cares a lot about the rooms. The person who installs the heaters makes sure to place them in the rooms beforehand, so all the rooms are well adapted in that sense”

(Teacher 5, Quote 57)

The SARS-CoV-2 pandemic brought to light aspects associated with the emotional regulation of both teachers and students. In this context, the Ministry of Education in Chile has established normative plans to work constantly on the aspects associated with emotional self-regulation, focusing on the mental health of teachers and students. It should be noted that difficulties in emotional regulation are more accentuated in rural school contexts characterized by social and cultural diversity. Many students have been subjected to discriminatory practices through the reproduction of monocultural practices. In this respect, to prevent tensions and conflicts in the school space, and to contribute to the emotional self-regulation of the students, the teachers state that using natural spaces can be a useful strategy to reduce emotional overflow. This was evidenced when they stated the following:

“We have children who tend to have problems with frustration or managing their emotions. In fact, we realised many don’t know their emotions. This year, we have implemented a plan where we need to work on emotions every week. We created a form for requesting activities to teach students how to manage their emotions and address the issue of students leaving the classroom during conflicts and returning when they feel better. This has happened even with the youngest children. We take a walk if the students want to go for a walk. We take a moment to breathe and explore the school facilities. Since the classrooms are located in different buildings, taking a tour helps to relax and calm them down”

(Teacher 11, Quote 46)

“Of course, nature helps us to connect more and regulate strong emotions, such as anger or sorrow. It always helps us to connect and get out of those heavy internal emotions”

(Teacher 12, Quote 50)

In summary, the relevance of emotional education in the learning and teaching processes is highlighted, particularly in rural settings, taking into account the characteristics of students in the Araucania region of Chile. However, emotional well-being is not only subject to the pedagogical strategies and practices implemented by teachers since the spaces and organization of spaces are also influential aspects in students’ emotional regulation and mental health. Therefore, educators face the challenge of addressing emotions in a way that considers students’ social and cultural context to foster healthy classroom environments (Figure 4).

4. Discussion

In this research, the relationship between spaces and the regulation of emotions can be evidenced, given that the organization, design, and construction of spaces provoke changes in psychological and emotional behavior [64]. However, although emotions used to be considered universal, today, they are marked by socio-cultural differences. Thus, spaces can be endowed with emotional valence through the practices and experiences that are developed over time [65]. However, the meanings held of spaces are also mediated by emotions. As Galvez-Pol et al. (2021) point out, as we relate to spaces, they are intertwined with emotional experiences, which can be pleasant or indifferent [66]. For example, we may be happy and excited to attend the first day of school, or we may feel anxiety, sadness, or uncertainty. In this sense, just as spaces provoke certain emotions, there is simultaneously an opposite dimension that indicates that spaces are also constructed emotionally, shaping themselves in a way that explains the particularities of the location of people and social groups in different contexts and how they interact with them [67].

The above is essentially the case in school spaces where children spend a large part of their time, as spaces and their organization have considerable potential to influence children and young people [68]. In the school context, as Orellana-Alvear et al. (2017) argue, both students and teachers instinctively seek out spaces that provide them with degrees of comfort and mental and emotional well-being, which, for the purposes of this research, were natural spaces. In this regard, natural spaces in a school context can promote positive individual and socioemotional attitudes in children and teachers [26,69]. Thus, people’s exposure to natural spaces, such as trees, grasses, or parks, confer physical and mental health benefits, including improved cognitive and behavioral functioning [26,68]. For this reason, natural spaces could be considered an ideal place for developing the teaching and learning process. Thus, the idea that the environment and learning are interconnected is defended. They argue that an appropriately organized environment enhances and improves the learning process for all children and young people.

Concerning the category of culture and diversity, historically in Chile, the school has omitted indigenous social and cultural knowledge in order to promote a monocultural education system based on the Western Eurocentric episteme [63,70,71,72,73]. In this study, the importance of cultural elements in the teaching and learning processes, as well as the emotional well-being of students, is demonstrated. By considering the knowledge and wisdom of Indigenous students, the educational process can be more closely aligned with the contextualisation of curricular content [74,75]. This would strengthen the attitudes of the appreciation and recognition of the social and cultural diversity present in school classrooms [76]. However, as these results indicate, the socio-cultural elements of the Mapuche people (for example, ruka, which means communion space, and rewe, a ceremonial altar) are only used by the educational communities at specific times or as a form of commemoration (for example, in We Tripantu or Mapuche New Year). This shows the reproduction of discriminatory practices in the Chilean school, characterized by the creation of a one-way dialog by the dominant society and culture, preventing intercultural education for all students [77].

Regarding the physical/natural environment category, this research provides evidence of the influence of physical/natural spaces on students’ physical, psychological, and social well-being and the quality of learning achieved at school. That is, people’s exposure to natural spaces (trees, grasses, and parks, among others) confer advantages on physical and mental health, including improved cognitive and behavioral functioning [26,68]. This is why natural spaces as an ideal place for the development of learning is also defended by Velasquez (2005) when they state that the environment and learning are linked. The correct organization of these amplifies and improves how all children and young people learn [78]. Several authors confirm this; for example, the study developed by Wang et al. (2022) concluded that the increase in green (natural) spaces is associated with lower levels of emotions considered negative by researchers [79]. Likewise, Kelz et al. (2015) stated that natural spaces significantly decrease stress levels, also improving their psychological well-being [68]. Alternatively, as Jucker and Von Au (2022) argue, outdoor activities can benefit learning processes considerably. If learners move around, they can touch and see things from different perspectives by smelling, tasting, and hearing things. From this viewpoint, learning is more profound and resilient, producing better long-term recall [80].

In relation to the emotional well-being category, emotions are a fundamental dimension in human development and educational processes [63,70,81,82]. In this context, physical and natural spaces also have an impact on students’ emotional regulation [70]. This is confirmed by Kjøs (2011) when he states that natural environments can have direct and indirect effects on emotional processes, directly activating or reducing emotions [83]. Kjøs and Rydstedt (2013) also declare this perspective by supporting the notion that using nature can be an effective strategy to regulate emotions [84]. Along the same lines, Bratman et al. (2021) argue that contact with natural spaces provides affective benefits, such as decreased stress and negative emotions, as well as increased mental well-being and positive affect [85]. Similarly, Bakir-Demir et al. (2019) conclude that the association between vegetation and regulatory abilities (cognitive and emotional) is mediated by connection with nature [86]. In summary, the findings of this research have been observed in indigenous school contexts, where the link between children belonging to the Mapuche people and natural spaces is evident, which is also associated with a physical, psychological, social, and spiritual balance [87,88,89].

The limitations of the research were associated with the location of the schools. The three schools participating in this study were in rural areas with difficult access in the Araucania region and far from urban areas. However, the permissions from the school management teams were immediate, allowing full access to the school spaces as many times as necessary to collect information. Another limitation of the study is that the participants were exclusively female, which could influence the generalization of the findings considering the possible differences between genders. In this regard, it is necessary to incorporate participants of both genders in future research in search of more heterogeneous results.

5. Conclusions

Concerning the objective of this research, there is already scientific literature that corroborates the fact that physical/natural spaces have a positive effect both on learning and on emotional regulation processes. This can foster classroom climates with lower rates of conflict and tension, generating higher levels of physical, psychological, social, and spiritual balance, which also translates into better attitudes and improved motivational processes toward learning on the part of students and teachers in rural and indigenous contexts in the Araucanía region of Chile. In this regard, it is concluded that educational establishments located in rural and indigenous contexts face the challenge of developing pedagogical practices that consider the interrelation with natural spaces. As has already been shown, outdoor activities promote students’ personal and collective development. However, it is necessary to understand the climatic conditions of the Araucania region for this type of activities, considering the low temperatures, rainfall, and humidity, which could end up threatening the physical health of the children and young people at school.

As a projection, this research opens the possibility of delving into topics associated with constructing meanings of physical/natural school spaces and lines of action by teachers regarding the organization of these school educational spaces that contribute to contextualization based on emotional regulation and learning. Likewise, taking into account the results obtained in this study in conjunction with possible future research in the area of space, emotion, and culture, it is expected to contribute to practical actions so that the various schools located in the rural and indigenous sectors of the region contextualize their spaces, taking into consideration the knowledge and know-how associated with the socio-cultural characteristics of the students and the communities around the school.