RESEARCH

Increasing Prevalence of US Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students

From 2006 to 2014, the percentage of U.S. public elementary schools with garden programs increased from 11.9% to 31.2%. However, schools serving lower-income students were significantly less likely to have gardens, showing that access remains unequal despite the growth of these programs.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings, Community Gardens, Urban vs. Rural Settings

Health and Wellness Outcomes: Improved Cognitive Function, Improved Physical Health, Better Nutritional Awareness, Increased Social Engagement & Skills, Increased Horticultural Knowledge

Allied Profession Intersections: Landscape Design, Education

Type of Activity: Outdoor Gardening, Edible Plant Gardening, Meal/Diet-Based Activities, Environmental Education

Evidence Type: Peer-Reviewed Studies, Quantitative Research

Measurement and Evaluation: Standardized Assessment Tools, Program Effectiveness

Access: Free

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Summary

This study looked at how many public elementary schools in the U.S. have garden programs, how that number has changed over time, and whether some schools are more likely to have gardens than others. From 2006 to 2014, the number of schools with gardens grew significantly—from about 12% to over 31%. However, the study also found big differences based on region, income level, and school setting. Schools in the western U.S. and urban areas were much more likely to have gardens, while schools in rural areas, small towns, and those serving low-income students were less likely to have them.

The study showed that schools with gardens were also more likely to offer nutrition education and be part of farm-to-school programs, which help kids learn about and access fresh fruits and vegetables. While school gardens can improve kids’ knowledge about nutrition, increase their willingness to try new vegetables, and even help them do better in science, many schools—especially those with fewer resources—still don’t have access to them. The researchers suggest that more funding, support, and community involvement are needed to expand these programs, especially in disadvantaged schools where they could make the biggest impact.

Link

Turner, L., Eliason, M., Sandoval, A., & Chaloupka, F.J. (2016). Increasing prevalence of US elementary school gardens, but disparities reduce opportunities for disadvantaged students. J Sch Health., 86(12), 906-912

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