Growing Impact: Therapeutic Horticulture Graduate Stories

What does therapeutic horticulture look like in practice? Over the next several months, we’ll be featuring recent graduates of the Hybrid Certificate in Therapeutic Horticulture (HCTH) program and sharing the stories behind their practicum projects. From mental health and community wellness to education and rehabilitation, these projects demonstrate the many ways people are using plants, gardens, and nature to support health, healing, and human connection. We hope you’ll enjoy learning about the inspiring work our graduates are bringing to their communities.

Full name: Courtney Ramsey-Coleman, MS, RDN, LDN

Healthy Eating and Nutrition Security Coordinator at the North Carolina Department of Health and Human Services’ Division of Public Health, and outside of her professional role, she is one of the co-founders of Bee In Bloom and facilitates the Growing Together therapeutic horticulture program at GiGi’s Playhouse.

Tell us a bit about yourself.

In my work as the Healthy Eating and Nutrition Security Coordinator with the North Carolina Department of Health and Human Services’ Division of Public Health, I focus on improving access to nourishing, equitable food systems across communities of North Carolina (NC).

Alongside my public health work, I’m a co-founder of Bee In Bloom, a heart-centered, community-based organization rooted in the belief that nature nurtures. On a working farm, we aspire to offer inclusive, holistic experiences, from therapeutic horticulture programs to community-based hands-on workshops, that support healing, connection, and personal growth.

A big part of my heart is in therapeutic horticulture. I am currently piloting the Growing Together program at GiGi’s Playhouse, in Cary, NC, which brings nature, nutrition, movement, and life skills into a joyful, sensory-rich environment for individuals with Down syndrome and their families. I’ve seen firsthand how working with plants can be grounding, empowering, and deeply healing.

What feels most important to me is creating spaces where people can slow down, reconnect, with themselves, with others, and with the natural world, and feel a sense of belonging. Whether it’s through public health, a shared meal, or getting our hands in the soil, I’m passionate about helping people bloom in ways that feel meaningful and sustainable.

What was the focus of your practicum, and how did you come to choose this direction?

I chose to focus my practicum on the Growing Together program that I am piloting at GiGi’s Playhouse. This direction grew out of my interest in therapeutic horticulture and my passion for creating inclusive, nature-based programs that support learning, confidence, and well-being.

Through this practicum, I was able to intentionally design and facilitate hands-on horticulture activities that foster connection, life skills, and engagement with nature, while also responding to a clear need for accessible, therapeutic horticulture programming within the community.

Tell us about the group you worked with – what are their strengths and passions? How did your program address their goals and potential?

The pilot group I am working with includes individuals with Down syndrome, all with a wide range of abilities and support needs. Many participants demonstrate strong social engagement, warmth, curiosity, and a genuine enthusiasm for hands-on, experiential learning. Their strengths often show up in relationship-building, creativity, and persistence, especially when activities were structured in a supportive and accessible way.

At the same time, participants may experience challenges such as mild to moderate intellectual disability, slower processing speed, and delays in speech and expressive language. Many also experience physical considerations like low muscle tone, fine and gross motor challenges, and fatigue, which can impact endurance and independence in daily activities.

The Growing Together program was designed to directly respond to these needs while building on participants’ strengths. Through therapeutic horticulture, we created structured, hands-on activities that support cognitive processing with clear, step-by-step instruction and repetition, while also allowing flexibility and choice. Nature-based tasks are adapted to support motor skill development and stamina, while also fostering independence and confidence through achievable, meaningful roles.

Most importantly, the pilot program emphasizes connection, purpose, and capability. Participants are supported in engaging with nature in ways that reinforced their strengths, encouraged skill-building, and created opportunities for success, social interaction, and personal growth in a welcoming and inclusive environment.

Why do you think a garden or nature-based program resonates with your particular group?

A nature-based program resonates strongly with this group because it offers hands-on, sensory-rich learning that doesn’t rely heavily on verbal instruction. For individuals with Down syndrome, who may experience slower processing speed, language delays, and motor challenges, nature-based programming allows for learning through demonstration, repetition, and direct experience.

The structure and routine of the program provides predictability that supports building executive function, like planning, sequencing, and organizing, responsibility, and independence, while the changing seasons introduce seasonal recognition and ongoing learning opportunities. The sensory elements of working with soil, plants, and natural materials also support engagement, regulation, and enjoyment.

Just as importantly, nature-based programming creates a sense of purpose and accomplishment. Incorporating successive activities that build upon each other reinforces patience, cause-and-effect, and confidence, while also building meaningful life and vocational skills in an accessible and empowering way.

How does being in a natural space change interactions compared to a more traditional indoor or clinical setting?)

The Growing Together Program includes both an indoor classroom space and access to a large nearby park with botanical gardens, waterfalls, and open green areas, and this combination meaningfully shapes how participants engage and interact.

In contrast to a more traditional indoor or clinical setting, the natural environment tends to create a more relaxed, open, and less performance-focused atmosphere. Being outdoors often reduces anxiety and sensory pressure, allowing participants to engage more freely and comfortably. Movement becomes more natural and integrated into learning, whether exploring plant beds, walking paths, or gathering materials in the garden.

The natural setting also encourages more spontaneous interaction and shared attention. For example, during a recent Sensory Nature Walk in the park, participants were drawn to colorful beams of light shining down on the ground, which led to an unplanned dance party under the park pavilion lights. While spontaneous, it created a meaningful opportunity for sensory engagement, movement, joy, and connection. Participants often connect more easily through shared observation, such as noticing changes in plants, animals, or seasonal shifts, which fosters conversation, curiosity, and social engagement in a way that feels organic rather than structured.

Overall, the blend of indoor structure and outdoor exploration supports both skill-building and connection, while the natural environment adds a sense of calm, wonder, and accessibility that enhances participation and relationship-building.

Can you share a moment that felt especially meaningful or surprising in your work?

One of the most meaningful aspects of my work has been witnessing how willing the participants are to try new things and fully immerse themselves in the experience. They approach each activity with openness and curiosity, and once engaged, they often become deeply focused and absorbed in the process.

This is especially evident during more detailed, hands-on projects, where they are given the time and space to express their creativity freely. Whether working with plants, natural materials, or craft-based activities, participants show a strong ability to concentrate, explore ideas, and take pride in their work when they are not rushed and have room for individual expression.

These moments stay with me because they challenge common assumptions about ability and engagement. When provided with supportive structure and meaningful, creative open-ended opportunities, participants not only participate, they thrive, often demonstrating patience, creativity, and joy in ways that are both powerful and inspiring.

How can people support you or the work you do in the community?

People can support Bee In Bloom in a variety of meaningful ways that help us grow our impact and sustain our community-based programs. One of the most important ways is through direct participation, attending workshops, joining events, and engaging in our Bloom Together Community helps strengthen connection and keeps our programs accessible and rooted in shared experience.

Support also comes through partnerships and collaboration with organizations, schools, and community groups that are interested in therapeutic horticulture, wellness programming, or nature-based learning. These relationships help us expand our reach and create more opportunities for inclusive, community-centered work.

As we continue to grow, financial support, sponsorships, and donations are also deeply impactful, as they help fund programming for individuals and groups who may not otherwise have access to these services. Contributions also support the development of our future garden-based initiatives and infrastructure.

Most importantly, simply spreading the word and sharing our mission helps build awareness. Bee In Bloom is rooted in community, and every act of support, big or small, helps us continue cultivating wellness, dignity, and connection through nature.