Cultivating Calm and Connection

Project Description 

The Zen Garden is a dedicated outdoor space created to support students’ emotional regulation, mindfulness, and sensory well-being. Designed for all students including those in general and special education, as well as those receiving therapeutic support, the garden will also serve as a calming area for children who have difficulty transitioning or need a place to decompress during the day. Beyond its therapeutic purpose, the Zen Garden emphasizes sustainability through water-wise landscaping that features drought-tolerant and native plants, and through the use of locally sourced, recycled, or natural materials such as raked gravel, natural stone paths, and sustainable seating. Green infrastructure elements, including bamboo screening and a quiet, water-efficient fountain will further enhance the garden’s eco-friendly design. Additionally, the space will provide educational opportunities as a living classroom for lessons on biodiversity, water conservation, and the value of green spaces. Integrated with our existing Greenhouse Program, the Zen Garden will allow students to take part in cultivating plants for the space, reinforcing sustainable practices while promoting relaxation and therapeutic engagement.

Outputs 

• One completed Therapeutic and Sustainable Zen Garden (approximately 24 ft x 20 ft)

• 10–12 drought-tolerant, native, or sensory-friendly plant species (including moss, dwarf, and scented plants) planted

• 2–3 bamboo fence panels or natural privacy screens to create a calming and enclosed environment installed

• 1 solar-powered, water-efficient fountain with a closed-loop system installed

• 3–4 sustainably sourced benches or seating areas (e.g., wood or recycled materials) installed

• 1 raked gravel mindfulness area for sensory exploration created

• Engagement of 15–20 students in planting, design, or maintenance through the Greenhouse Program and Work based learning program

• 3–5 therapeutic or educational sessions per day using the space for mindfulness, de-escalation, or sensory breaks

Outcomes 

• As a result, students who struggle with transitions will have a designated outdoor space to decompress, promoting smoother classroom reintegration.

• As a result, there will be a measurable reduction in behavioral incidents or time spent out of class due to emotional dysregulation, as tracked by staff.

• As a result, over 75% of students who use the garden will report feeling calmer or more focused following their sessions, based on staff and student feedback forms.

• As a result, the school will incorporate at least three new sustainability lessons annually related to biodiversity, water conservation, and green infrastructure.

• As a result, student participation in environmental initiatives (such as planting, composting, or watering) will increase through the integration of the workbased learning program and Greenhouse program.

• As a result, the garden will enhance staff capacity for trauma-informed and sensory-based interventions, leading to more effective therapeutic outcomes.

• As a result, the project will contribute to the school’s alignment with the Hastings-on-Hudson Climate Action Plan

Process

The development of the Therapeutic and Sustainable Zen Garden began with the identification of a need for a calming outdoor space to support students’ emotional regulation and sensory well-being. Early discussions were held with the school’s therapeutic and administrative teams to determine the best location and ensure the project aligned with The Graham School’s wellness and sustainability goals. Once the courtyard area (approximately 20 ft x 24 ft) was selected, initial design concepts were drafted, incorporating feedback from students, therapists, and staff to ensure accessibility, safety, and inclusivity.

Following the design phase, the project team conducted research on sustainable materials and plant species, prioritizing drought-tolerant, native, and sensory-friendly options. A detailed budget was developed, outlining costs for materials such as bamboo fencing, natural stone, raked gravel, sustainable seating, and a solar-powered, water-efficient fountain and speakers. The proposal was then formally written and submitted for funding consideration, with additional community and administrative input supporting the project’s goals.

After we were awarded the grant, we ordered all components of the Zen Garden. The students at Graham began putting together various pieces. We then also partnered with Boy Scouts, Girl Scouts,  and Project Share. We worked with  Troop 01707's (4th Grade Girls) Liliana Sierra, Annie Soulonis, and Kalliandra House; Boy Scouts Troop 2 members Will Tenthoff and Parker Sierra; and members of Project Share, all of whom played an essential role in bringing the Zen Garden to life. Together, we worked on preparing the garden space, placing stone pathways, and planting sensory-friendly plants. Their collaboration not only supported the physical creation of the garden, but also helped reinforce the project’s goals of community involvement, environmental awareness and teamwork. Therapeutic and educational signage will be added to guide mindfulness exercises and teach environmental concepts. 

Once established, the garden will be incorporated into the school’s therapeutic schedule as a designated space for mindfulness sessions, sensory breaks, and small-group counseling. Teachers and therapists will collaborate to integrate the garden into social-emotional learning activities and science lessons related to biodiversity and water conservation. Ongoing maintenance will be supported by both students and staff, fostering a shared sense of responsibility and environmental stewardship.

Future plans include expanding the sensory elements of the garden. The project team also plans to collect feedback from students and staff to evaluate the garden’s impact on emotional regulation, engagement, and overall well-being. In the long term, this project aims to serve as a model for sustainable, therapeutic outdoor spaces across the Greenburgh Graham School community.

Lessons Learned

Through the process of developing the Zen Garden, I learned that it truly takes a full community to bring a project of this nature to fruition. Collaborating with staff, students, and community groups such as the Girl Scouts and Boy Scouts taught me the importance of teamwork, communication, and shared vision in achieving a common goal. I also gained valuable knowledge about sustainability and the long-term care required to maintain a garden, including how to choose drought-tolerant plants, use eco-friendly materials, and manage resources responsibly.

Throughout the project, there were minor setbacks during the construction phase, but these challenges taught me to think creatively and become a stronger problem solver. I learned that setbacks are opportunities for reflection, allowing for adjustments and improvements along the way. Working through these challenges also helped me strengthen my time management skills and learn how to meet deadlines even when unexpected issues arise.

Additionally, I developed better communication and collaboration skills by working closely with school administration, and I greatly appreciate their continuous guidance and support. On a practical level, I also learned the hands-on skills needed to construct a fence — from taking accurate measurements to selecting the proper materials and ensuring structural stability. Overall, this project deepened my understanding of sustainability, teamwork, and perseverance, while also helping me grow as a more resourceful and confident leader.

Students Involved

• [1] Project Leaders aged 15-24

• [50] Total Project Participants (excluding leaders)

• [40] Project Participants aged 15-24 (excluding leaders)

Thank You to:

Rosie Puthiyamadam, PT 

Rachel Blitzer, OT

Anthony Aguiar, OT

Greenburgh Graham Board of Education 

Greenburgh Graham Administration: Dara Joseph (Superintendent), Rakeem Callands (Assistant Superintendent), Tracy Woodson ( District Clerk), Cara Kennedy (Director of Special Education)

Greg Simon 

Enzo Zoccali

Greenburgh Graham Facilities Department 

Greenburgh Graham Students 

Boy Scouts: Will Tenthoff & Parker Sierra 

Girl Scouts: Annie Soulonis, Kalliandra House & Liliana Sierra; their parents/ Troop leaders: Sarah Sierra, Adrian Sierra & Joanna House 

Project Share: Jeanne Newman & Rob Wyatt 

Catherine DiMartino Blanco, Daniel Blanco, Henry DiMartino Blanco & Josie DiMartino Blanco 

Jason, Joey & Anthony Badrinarain 

Sino & Aleyamma Puthiyamadam 

Bloomberg Philanthropies Staff 

Mayor Nicola Armacost