The Effects of Jasmine and Lavender Oil on high school students.

The Effects of Jasmine and Lavender Oil on high school students.

Introduction

Justification of Experiment

Aromatherapy with essential oils (EOs) extracted from plants has been used for various therapeutic purposes. These oils stimulate brain function and are used in medicinal and spiritual practices (Ayaz et al., 2017). Lavender and jasmine oils have been studied due to their distinct properties—lavender is known for relaxation and stress relief, while jasmine heightens alertness (Higuchi et al., 2002). Although it has been shown that both oils impact emotions, memory, arousal and focus on adults/mice, this study will test the impact that both lavender oil (LO) and jasmine oil (JO) individually and when combined will have on the focus of high school students (HSS). Studies involving exposure to oil emissions have shown that certain oils have led to faster reaction, response, and decision-making abilities, providing evidence that JO and LO might potentially benefit HSSs’ focus (Malloggi et al., 2021).

HSSs are the selected age group because they have unique cognitive, emotional development, and academic stress that could result in different outcomes when exposed to the EOs individually and together. Unlike adults, HSSs’ brains are not fully developed yet. White matter is a type of tissue located in various regions of the brain that plays a critical part in processing information. Adolescents have a significantly lower amount of white matter in their brain compared to adults. A significantly higher amount of white matter was found in the dorsolateral prefrontal cortex (PFC) in young adults and adults; this region of the brain is mostly responsible for the ability to focus. This shows that biologically, adolescents have a sizable disadvantage when it comes to focusing (Giedd, J. N., 2004). This study will show the effect of the joint use of these oils that have not been tested prior to this experimental design. The research targeting this demographic of HSS is critical to finding the significance of EOs in psychological research as well as showing what occurs when the oils are used conjointly.

Integrating EOs for health management has a much broader impact on society. This study would provide the importance of finding and using more accessible, practical, low-cost, and non-invasive methods to improve students’ focus in school settings. By relying on natural scents instead of medicinal dependance, the use of EOs in schools could prove to reduce stress and enhance attention during class lessons, lectures, and testing periods. A study that focused on assessing how aromatherapy affected the cognitive function of adults between the ages of 60 and 85 found that

when they used EOs for two hours each night over the course of six months, participants recorded a 226% improvement in their cognitive and neural functioning. (Woo et al., 2023). This raises the question as to what implications exposure to these oils would then have on adolescents? Contrary to popular belief, drugs and prescribed medications are not the only nor are they the safest means of managing one’s health. ADHD medications such as Adderall, Ritalin, or Strattera might be short term solutions to improving attention, focus, and critical thinking, however the chemicals come with side effects (depression or anxiety) when trying to regulate the brain’s function. Through this study, by proving that certain EOs can improve focus without the need of prescribed drugs, this research could support the use of JO and LO as a noninvasive tool to use in classrooms or school counseling offices, especially during lectures, standardized tests, or exam periods. This offers teachers and administrators a method to help students without medical interventions, benefiting especially underserved schools where access to health services is limited.

Environmentally, the use of plant-based therapies would also support the use of eco-friendly practices that put emphasis on using natural products rather than synthetic products or drug enhanced products. EOs have been reportedly used since 1,500 BC by the Egyptians for its medicinal properties. Today, EOs extraction has revolutionized the aromatherapy industry, with an estimated growth from $17.46 billion in 2024 to an estimated value of $19.79 billion and $37.25 billion in 2025 and 2029 respectively. Part of the growing trend and shift from medicinal remedies are the emphasis placed on inhalation of natural and organic based products. Sustainability and ethical practices to extract oils from plants have been favored due to exposure to organic and natural products as opposed to having a dependence on chemically enhanced supplements. EOs are derived from renewable plant materials, which overshadows the use of manufactured synthetic drugs that often involve chemical waste, non-renewable resources, and packaging pollution. By integrating plant-based aromatherapy into cognitive research, this project emphasizes the importance of choosing environmentally responsible methods of supporting mental clarity and wellness. Economically, EOs such as LO and JO are widely available and relatively inexpensive compared to pharmaceutical or other health related therapies. Once a diffuser is purchased, the cost of oil can be minimal, making this an accessible strategy for schools in low-income communities. Unlike some interventions that require trained staff or ongoing expenses, aromatherapy can be implemented with minimal infrastructure or cost, making it appealing for public health programs or educational pilots.

The use of EOs supports popular belief that natural remedies are not only economically and socially responsible but are more impactful on improving the longevity of one’s life. The use of EOs is rooted with cultural beliefs. Countries such as Egypt, China, India, Greece, and Rome, have kept their traditional roots of using medicinal practices and incorporating plant-based aromatics to not only increase longevity, but also to improve health, emotional, and mental balance. As society becomes more skeptical of pharmaceutical drug abuse, reliance, and side effects, natural methods have now been commonly accepted as socially and economically responsible since it not only promotes long-term behavioral and cognitive improvements but also eliminates the risks associated with drug dependence. This study has the potential to bridge the gap between traditional belief and common practice of drug dependency, showing that natural substances like EOs may have measurable impacts on attention, focus, and academic performance—particularly in young people.

Focusing on HHSs, a group underrepresented in aromatherapy research, helps fill a gap in psychological and educational research. It offers insights into how the developing adolescent brain responds to natural aids and could inspire future research into age-specific treatments or learning enhancements. Unlike previous studies that often focus on adults' ability to focus when exposed to EOs, this experiment explores the combined effects of LO and JO, testing possible combined impact on focus that has not been previously examined. Focusing on HHSs provides important and often overlooked contributions to psychological and educational research. Most studies on EOs either use adult participants or animal models, which fails to consider how adolescent brains, which are still developing, might respond differently. The PFC is responsible for focus and decision-making, which is still developing for adolescents. This project explores both individual and combined effects of LO and JO, which has not been studied together and to adolescents. By analyzing the effects of these scents, the experiment could reveal whether there are enhanced or insignificant benefits when the oils are used simultaneously. The findings could also inspire age-specific therapies or future research on scent-based learning aids tailored for students with attention difficulties, including those with ADHD.

Background Information & Review of Related Studies

Lavender (Lavandula angustifolia) and jasmine (Jasminum grandiflorum) are flowering plants whose EOs are used in aromatherapy due to their health-related properties. Lavender grows in sunny, dry environments such as the Mediterranean, whereas jasmine grows in warmer, tropical to subtropical climates found in South Asia and the Middle East. The main compounds in LO are linalool, linalyl acetate, known for their calming effects. JO contains benzyl acetate, benzyl benzoate, and linalool, which affects mood. These chemical components from these plants affect the olfactory system. Once it enters the bloodstream, it directly affects neural pathways.

JO extracted from the Jasminum grandiflorum plant plays a significant role in aromatherapy by enhancing mental alertness and focus by stimulating the central nervous system as shown in a study testing 18- to 32-year-olds (10 males and 10 females). Of the 18–32-year-old males and females studied, JO inhalation increases beta wave activity in the brain, enhancing alertness, improving mood, and boosting focus (Sayowan et al., 2013). Additional research involving animal models and adults suggests that its JO chemical compounds, such as benzyl acetate, benzyl benzoate, and linalool, play a role in this effect (Lizarraga‐Valderrama, 2020). Since focus is a factor in academic success, using JO to test its impact on HSSs could reveal more about its potential as a natural aid for learning environments.

The chemical construction of LO consists of linalool. Linalool is a naturally occurring alcohol found in lavender plants, linalyl acetate is the acetate that makes up linalool. It was observed among 144 undergraduate adults ranging from ages 18-28, that linalyl acetate has calming and relaxing properties that affects the mood in healthy adults (Moss et al., 2003). Experimental mice had less anxiety when exposed to LO (Umezu et al., 2006). A previous study on the effect of LO on adults reviewed many articles in the field and found LO increases brain waves linked to reduced stress. The same study found an increase in attention when exposed to LO in adult and elderly populations across numerous research articles (Malloggi et al., 2021). Exposure to LO has shown decreased stress levels and increased attention, evidencing potential signs of increased focus. When someone has chronic stress, it overloads their attention system and hinders their ability to focus (Liu et al., 2020).

Animal studies have played an important role in evaluating the neurological and behavioral effects of exposure to EOs. For example, experiments with mice have demonstrated that LO exposure significantly reduces anxiety-related behaviors, indicating calming properties (Umezu et al., 2006). Similarly, rats exposed to JO showed increased alertness which is a neural response. These animals are often chosen because of their biological and neurological similarities to humans in terms of stress and response systems. Testing with animals allows researchers to study specific neurological pathways, including changes in neurotransmitters and brain wave patterns, under controlled conditions.

LO is used for its calming effects on the central nervous system among adults to improve their sleep patterns and JO’s properties to regulate and manage mood and alertness among adults within similar age groups (Lizarraga‐Valderrama, 2020). It is seen that LO and JO both have a positive effect on adult focus. However, LO achieves this through a calming effect opposed to JO which has a stimulating effect (Sayowan et al., 2013). Both oils are received by olfactory sensors and allow the brain to focus better. However, due to a lack of research in testing these specific oils together on focus as the effect of the combination is unknown.

When individuals inhale EOs, the scents interact with receptors in the nasal cavity. These signals connect to various brain regions, including the hypothalamus (responsible for autonomic functions), amygdala (involved in emotion processing), and hippocampus (which regulates memory). These areas influence the limbic system, influencing arousal, emotions, and mood. Unlike other sensory pathways, olfactory signals reach the brain's cortex without passing through the thalamus, which affects processing and focus. Research indicates that LO increases alpha wave activity, associated with relaxation and reduced anxiety, while JO enhances beta wave activity, linked to improved alertness and concentration (Sayowan et al., 2013; Malloggi et al., 2021).

The PFC is the region of the brain responsible for executive functions, such as attention, decision-making, and focus. In adolescents, the PFC is being developed and sensitive to stress. Since stress is common in HHS due to academic pressures, it can impair the PFC’s ability to improve and manage focus. Studies show that excessive stress leads to increased cortisol levels, which overload the attentional system, reduce cognitive flexibility, and hinder concentration (Liu et al., 2020). Because both LO (by reducing stress) and JO (by increasing alertness) influence brain activity which directly affects the PFC, this study aims to investigate how these scents individually and in combination may support cognitive performance in adolescents by enhancing PFC function and reducing its burden under stress.

Research Question/Hypothesis

This study examined how LO along with JO individually and together through aromatherapy influenced HSSs’ focus, as measured by the Stroop Test. The Stroop test was a sophisticated way of measuring focus because it provided us with accurate information as to how the students brain reacts with these questions. It also required the students to focus on nothing else but the word and the color of the ink. When testing each of these groups, we were able to properly differentiate which group had better focus rates due to the Stroop test.

It is hypothesized that when both LO and JO are smelled/inhaled jointly, it will have the greatest improvement in focus when compared to inhaling the oils separately. Students who inhaled JO showed greater improvements in focus compared to those who inhaled LO, this is because JO increased alertness throughout the physiological stimulation, whereas LO primarily reduced their anxiety. It is also hypothesized that students who smell LO will outperform those in the control group (water) while students that smelt JO will outperform those in the control group. Researchers have already found that breathing in JO during focused tasks improved attention by causing physiological reactions like higher heart rate and increased beta wave activity—both linked to improved mental focus—in healthy adult participants (Sayowan et al., 2013). LO, on the other hand, helped show that adults and mice focus better by lowering anxiety-related distractions, rather than just making people more alert (Lizarraga‐Valderrama, 2020). Studies showed that inhaling JO can improve brain performance, increase attention, and make people more alert. These benefits are partly due to the oil's effect on neurotransmitter systems (Ayaz, M. et al., 2017). The unique ways that each oil influenced focus supports the hypothesis. These findings supported the hypothesis because they showed that JO helped the people focus by making them more alert, while LO helps by lowering anxiety. Using both together had combined benefits, improving focus and overall performance of the HHS.

Methods

All HHSs (ages 13–18) were required to complete consent forms before participating in the human experiment. Since all participants were minors, their parental guardians signed consent forms allowing their participation. Before the experiment began, all students filled out a google form entitled ‘Experimental Days For Human Subject Experiment’ where they were prompted to first create a passcode and schedule a date and period that is most ideal for them to participate. Then on a background information survey, they indicated whether they were allergic to LO, JO, or both. Students who reported allergies to these substances were excluded from participation to ensure safety and maintain the integrity of the study’s results. Participants were assured that their background information would remain private. Results from the experiment were stored under participant passcodes and saved in Microsoft Excel. Additionally, participants were informed that they could withdraw from the experiment at any time without penalty.

Figure 1. Background Information Survey

Grouping and Testing

The form: Experimental Days for Human Subject Experiment, was sent to each participant for completion. This form allowed students to create their own passwords to identify themselves while remaining anonymous. In addition, a separate form was provided for students to indicate an available time during the school day when they could participate in the experiment. This form was titled “Experimental Days for Human Subject Experiment - Google Form Link.” A free online randomizer was then used to divide participants into three groups (A, B, and C) and to randomly determine the order of participants and the trials they underwent.

Figure 2. Experimental Days for Human Subject Experiment

Each participant completed four separate trials under different conditions: a control trial using a placebo (water), a trial with LO, a trial with JO, and a final trial using both LO and JO together. Participants met individually in Room X315, which had been reserved specifically for the experiment. The room was equipped with a desk and a school-issued computer for each participant. On the computer, participants completed the Stroop test, which began with a practice round followed by the real assessment. During the test, participants identified the color of each word shown rather than reading the word itself. Before beginning the test, participants reviewed and verified their completed forms.

A stopwatch was used to measure each participant’s response time, starting at the beginning of the test and stopping upon completion. Observers recorded additional data such as signs of fatigue, alertness, and environmental conditions that might have influenced focus levels. Multiple school-provided laptops were used to ensure consistent administration of the test. Samples of JO, LO, and water were prepared for the trial conditions. Participants were unaware of which sample they were inhaling to maintain a blind study. Each sample was measured to 10 mL and placed in vials labeled as follows: Sample 1 – Water (Placebo), Sample 2 – Lavender Oil (LO), Sample 3 – Jasmine Oil (JO), and Sample 4 – LO and JO combined.

Participants were randomly assigned to one of three groups (A, B, or C), and a sample administration schedule was followed based on Figure 1. To prevent lingering effects between exposures, a 48-hour gap was maintained before participants returned for their next trial under different conditions. Before each new session, group assignments were re-randomized. All participant responses—including test accuracy and completion time—were recorded for further analysis. Each student used their personal passcode to access their individual results, including scores, timing, and responses.

Experimental Procedures

The EOs inhalation process and Stroop test assessments were conducted in a controlled manner. Participants who agreed to take part in the experiment were tested individually in a classroom setting under the supervision of test administrators. Verbal and written instructions were provided to explain the purpose of the experiment and the procedures for completing the Stroop test. Participants were not informed that they had been randomly assigned to one of three groups: A, B, or C. Based on their assigned group, they were told they would be exposed to one of four samples. Although they were unaware of which sample they were inhaling, they were informed that they would be completing the Stroop test. After taking the first test, participants were given a five-minute break, during which they inhaled the same sample again, then completed the test a second time.

Each participant completed four assessments throughout the experiment. These included exposure to a placebo (water), LO, JO, and a combination of both oils. To maintain the blind design, participants were not informed whether the sample was a placebo or an EOs. An electric diffuser was used for administration: the 10 mL sample was poured into the diffuser, which was plugged into the wall and operated for five minutes to vaporize the sample into the air before testing began.

Participants completed the Stroop test after inhaling the sample. Following a five-minute break, they proceeded to the next condition using the same sample. They returned 48 hours later to repeat the test under a different condition—placebo, LO, or JO—until all three were experienced. Reaction times were tracked using stopwatch timers, and both accuracy and response times were recorded for later analysis.

Data Analysis

All data collected were securely stored in Microsoft Excel to maintain organization and confidentiality. Each participant’s response time and accuracy were recorded under their assigned anonymous ID. The analysis focused on two key performance metrics: completion time (how long participants took to complete the Stroop test) and accuracy (the percentage of correct responses). Data were organized into tables that included each participant’s passcode, condition assignment (placebo, LO, JO, or both oils), completion time, and accuracy score. These data sets were used to identify trends and evaluate any significant correlations.

Microsoft Excel was used to calculate the standard deviation to assess variability in the data. The formula =STDEV.S was applied, which is appropriate for sample standard deviation, as the group studied represents a subset of a larger population. Stopwatch timers measured completion times in seconds (excluding milliseconds), and accuracy was determined by counting the number of correct color-word pairings in each Stroop test.

Further statistical analysis involved calculating the mean and standard deviation for both accuracy and response time. These values were then used to create visual graphs to illustrate the results. Figure 6 displayed average completion times with four bars representing each test condition on the x-axis, and time in seconds on the y-axis. Figure 7 depicted average accuracy, also using four bars for each condition, with the x-axis showing the sample types and the y-axis showing the mean percent correct.

If any of the EO groups showed significantly faster completion times or higher accuracy compared to the placebo group, this would suggest that EOs may enhance focus in an academic setting. If the differences were not statistically significant, it would indicate that EOs had no measurable effect on focus. The statistical results helped determine each participant’s ability to focus under different conditions and revealed key findings, including whether completion times differed significantly, whether accuracy improved with EOs exposure, and the practical significance of any observed changes.

Potential Sources of Error

One possible source of error was environmental distractions in the classroom, such as noise, lighting, or other students passing by, which may have affected participants’ focus during the Stroop test. Additionally, individual differences like stress, fatigue, or prior exposure to the Stroop test could have influenced their performance and reaction times.

Another source of error could have come from the EO diffusion process. If the diffuser didn’t fully vaporize the sample or if scents lingered from a previous trial, it could have impacted the participant's experience. Timing inaccuracies using a manual stopwatch and any misunderstandings of the instructions may also have affected the consistency and accuracy of the results.

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