Introduction: The place where we live must meet the practical needs of the individual and promote well-being, particularly in a classroom. The presence of plants promotes better air quality, creativity, curiosity, and social interaction and supports attention to others. Plant care has historically been used in the rehabilitation of people who have mental illnesses. Little has yet been investigated about the impact on self-efficacy and well-being at school. Purpose: This project aimed to investigate whether the presence and care of plants in classrooms promote emotional and psychological well-being in students. Method: 92 students (45 W; Mage= 12.18; DSage= 0.39) from the second grade of the secondary school IC Talpino di Nembro (BG) participated in the study. The students completed a battery of pre- and post-intervention self-report questionnaires: 'Questionnaire for the evaluation of School Well-being' (Questionario per la valutazione del benessere scolastico e identificazione dei fattori di rischio-QBS 8-13); 'Perceived empathic self-efficacy'; Ad hoc questionnaire to evaluate the physical space's quality and for a qualitative evaluation of the intervention. Results: Quantitative analyses (repeated-measures ANOVA) were conducted, showing a significant improvement in the post-intervention subscales of school well-being (emotional attitude). Qualitative analysis reveals 14 themes (e.g., collaboration, interest, discovery) to describe the project with a significant difference between males and females (i.e., in the theme of collaboration and take care). Conclusion: In the post-intervention evaluation questionnaire, the students reported feeling better and that the classroom was organised to facilitate attention and concentration. The perception of the physical space in which we live improves with the presence of plants, even unconsciously. Caring for the plants fostered social relationships and self-efficacy, even under challenging conditions, promoting well-being and learning.