RESEARCH

Evaluating the Impacts of School Garden-Based Programmes on Diet and Nutrition-Related Knowledge, Attitudes and Practices Among the School Children: A Systematic Review

The review found that 14 out of 20 studies showed significant improvements in children’s nutrition knowledge, especially when programs were shorter and paired with classroom education. Additionally, two-thirds of the studies reported better attitudes and behaviors toward eating vegetables, but actual increases in fruit and vegetable intake were more likely when the programs lasted around 12 weeks and focused on younger children.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Enhanced Emotional Well-being, Increased Horticultural Knowledge, Increased Self-Efficacy

Allied Profession Intersections: Education

Type of Activity: Outdoor Gardening, Edible Plant Gardening, Plant Propagation, Growing Plants from Seed

Evidence Type: Peer-Reviewed Studies, Meta-Analyses/Systematic Reviews, Randomized Controlled Trials

Measurement and Evaluation: Metrics for Mental Health, Patient-Reported Outcomes, Standardized Assessment Tools

Access: Free

Print Form

Summary

This article reviews how school garden-based programs can help children learn about healthy eating and improve their food choices. These programs usually combine gardening, cooking, and nutrition education, and are often run during the school day or as after-school activities. The review looked at 35 studies from 12 countries, involving over 25,000 students, to understand how these programs affect kids’ knowledge, attitudes, and eating habits. Researchers also explored whether factors like parental involvement, program length, and children’s ages influenced the outcomes.

The review found that most school garden programs helped children learn more about nutrition and feel more positive about eating fruits and vegetables. Some programs led to small increases in fruit and vegetable intake, especially when they were shorter in duration and targeted younger kids. However, programs with longer timelines or involving older children didn’t always show the same success. The article highlights the need for well-designed programs that include hands-on learning, family involvement, and consistent support from schools and communities.

Link

Chan, C.L., Tan, P.Y., & Gong, Y.Y. (2022). Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: A systematic review. BMC Public Health, 22(1), 1251.

Other Recommended Research

“Connecting people and the earth”: the occupational experience of people with different capabilities participating in an inclusive horticultural social enterprise

This thesis examines how a gardening-based social enterprise helps people of all abilities by providing meaningful work, social connections, and a sense of belonging. While it highlights the benefits of inclusion and community participation, it also points out challenges like funding and governance that need to be addressed for long-term success.

‘The nourishing soil of the soul’: The role of horticultural therapy in promoting well-being in community-dwelling people with dementia

Gardening can help people with dementia feel more active, connected, and less lonely by improving their physical and mental well-being. The article highlights the need for more accessible gardening programs in the community to support social engagement and a better quality of life.

‘Into the Wild’: A meta-synthesis of talking therapy in natural outdoor spaces

This Meta-synthesis highlights the benefits of holding therapy sessions in nature, which can reduce stress, improve mood, and enhance emotional well-being. While outdoor therapy offers unique advantages, such as greater openness and connection with nature, it also requires careful consideration of client suitability and professional training.