RESEARCH

School Gardens’ Impact on Students’ Health Outcomes in Low-Income Midwest Schools

The research found that garden-based education programs improve students’ enjoyment of fruits and vegetables and enhance their social-emotional skills. Reliability measures confirmed these positive effects, showcasing the benefits of integrating gardening into school curricula.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Improved Mental Health, Enhanced Emotional Well-being, Improved Physical Health, Better Nutritional Awareness, Increased Social Engagement & Skills, Increased Self-Efficacy, Community Building

Allied Profession Intersections: Education

Evidence Type: Peer-Reviewed Studies, Randomized Controlled Trials, Quantitative Research

Measurement and Evaluation: Metrics for Mental Health, Metrics for Physical Health, Standardized Assessment Tools

Access: Available Upon Request

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Summary

Researchers conducted a study to examine the effects of garden-based education on young people’s social-emotional development and fruit and vegetable consumption. They worked with students from third to twelfth grade, who participated in gardening activities where they grew, harvested, and prepared produce. Surveys were used to gather information on the students’ enjoyment of fruits and vegetables, as well as their social-emotional skills. The results showed improvements in both areas; students reported liking fruits and vegetables more and showed growth in emotional, cognitive, and behavioral skills.

The data collected from these surveys were analyzed to ensure reliability and accuracy. Goodness of fit indices and internal reliability measures demonstrated that the findings were trustworthy. Overall, garden-based education positively impacted students’ social-emotional development and their preferences for healthy foods.

Link

Schultz, C., & Rosen, A.E. (2022). School gardens’ impact on students’ health outcomes in low-income midwest schools. The Journal of School Nursing, 38(5), 486-493

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