Fuentes-Vilugrón, GerardoCaamaño-Navarrete, FelipeRiquelme-Mella, EnriqueGodoy Rojas, IngridSaavedra-Vallejos, Estebandel Val Martín, PabloMuñoz-Troncoso, FlavioArriagada-Hernández, Carlos2025-06-102025-06-102025-03Psychiatry International Open Access Volume 6, Issue 1 March 2025 Article number 626735318https://repositorio.unab.cl/handle/ria/65176Indexación: Scopus.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. © 2025 by the authors.enDiversityEmotional well-beingNatural spacesPhysical spacesRural educationArtículoAttribution 4.0 International10.3390/psychiatryint6010006H