Uprooting Traditional Classroom: Belonging, Wellness and Critical Learning Through Community College Nature‐Based Education

ABSTRACT This article examines how nature‐based learning (NBL) fosters student engagement, critical observation, mental health, and social belonging at an urban community college. Drawing on over 200 student surveys and qualitative reflections from 14 interdisciplinary, curriculum‐embedded NBL projects, student feedback demonstrates how place‐based pedagogy transforms both learning and relationships. Findings show that integrating nature into class time enhances content retention, reduces stress, and strengthens peer and community connections. This study explores the intersection of mental health and academic outcomes, while centering student voice. By demonstrating how urban campuses can weave nearby green spaces into course design, this work offers a replicable approach for institutions seeking to enhance student well‐being and academic outcomes.