RESEARCH

A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence

This systematic review found that while qualitative studies suggest school gardening programs have positive impacts on students’ well-being and social skills, the quantitative evidence is limited and often of poor quality. The review highlights that factors such as community involvement and integration into the school curriculum can support the success of these programs, but more robust research is needed to confirm their benefits.

Program Types: Therapeutic, Social

Population Groups: Children/Youth

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Improved Mental Health, Enhanced Emotional Well-being, Improved Stress Management, Improved Physical Health, Better Nutritional Awareness

Allied Profession Intersections: Education

Type of Activity: Outdoor Gardening, Edible Plant Gardening, Mindfulness/Visualizations

Evidence Type: Peer-Reviewed Studies, Meta-Analyses/Systematic Reviews, Qualitative Research, Quantitative Research

Measurement and Evaluation: Metrics for Mental Health, Metrics for Physical Health, Patient-Reported Outcomes, Standardized Assessment Tools, Program Effectiveness, Longitudinal Studies

Access: Free

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Summary

This review examines the impact of school gardening programs on the health and well-being of students. School gardening has become increasingly popular worldwide, with many believing it can improve children’s health, social skills, and academic performance. The review looks at both quantitative and qualitative studies to understand how these programs affect students’ physical and mental health, as well as their attitudes towards healthy eating. It also explores factors that help or hinder the success of these programs, such as funding and community involvement.

The review found that while qualitative studies suggest school gardens have a wide range of benefits, including improved well-being and social skills, the quantitative evidence is less robust. For example, some studies indicate that students who struggle in traditional classroom settings may particularly benefit from gardening activities. However, challenges like lack of funding and reliance on volunteers can threaten the sustainability of these programs. The review concludes that more rigorous quantitative research is needed to fully support the benefits suggested by qualitative studies.

Link

Fleming, L., & Grimes, K.E. (2024). Active and passive engagement with plants: Incorporating interception, proprioception and vestibular senses for therapeutic outcomes. Cultivate, 4(1), 1-4.

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