In recent years, with the advancement of psychological education policies in colleges and universities, comprehensive quality education based on the “Holistic Integration of Five Educations” principle has become an essential guideline for students’ mental health development. This paper, from a policy perspective, explores the principles for integrating horticultural therapy into the psychological education framework, examining its multiple roles and practical pathways within moral, intellectual, physical, aesthetic, and labor education. Through embodied experiences and contact with nature, horticultural therapy helps students achieve emotional regulation, psychological restoration, and life education value, enhancing their awareness of life. Additionally, this study proposes a framework combining theory and experiential learning, analyzing challenges in implementing horticultural therapy in university psychological education and offering policy optimization recommendations to support its application in college mental health education.