A Perceptual Assessment of the Physical Environment in Teaching Buildings and Its Influence on Students’ Mental Well-Being

Numerous studies have examined the impact of the built environment on mental health, yet there remains an underexplored area concerning how microenvironments within educational buildings affect students’ mental well-being from a physical environment standpoint. This paper fills this gap by utilizing data from 440 valid questionnaires to develop regression models that assess students’ perceptions of physical environment factors in college teaching buildings and their impact on anxiety likelihood. This study examined the physical environment of the teaching building’s interior, courtyard, and semi-outdoor areas. Findings indicate that students’ perceptions of specific physical environment factors—such as classroom ventilation (p < 0.01, OR = 0.330), lighting (p < 0.01, OR = 0.444), noise conditions (p < 0.01, OR = 0.415), courtyard thermal comfort (p < 0.01, OR = 0.504), and the views from semi-outdoor areas (p < 0.01, OR = 2.779)—significantly influence the likelihood of experiencing anxiety. Optimal physical conditions are linked to reduced student anxiety. The suitability of the physical environment of teaching buildings is interrelated, and it is urgently necessary to address issues related to unsuitable lighting in window areas of classrooms, as well as problems with ventilation, lighting, and noise caused by the corridor layout within teaching buildings. These insights are crucial for the design and renovation of academic buildings to enhance students’ mental well-being.

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