RESEARCH

School Gardens: Multiple Functions and Multiple Outcomes

School gardens contribute to dietary diversity by promoting a wider range of crops, tree species, and protein options. On average, school gardens surveyed in two Australian cities hosted 63 different plant types, including 12 types of fruits and 26 types of vegetables.

Program Types: Therapeutic, Social, Vocational

Population Groups: General Population

Setting or Context: Schools/Educational Settings, Community Gardens

Health and Wellness Outcomes: Improved Mental Health, Enhanced Emotional Well-being, Improved Cognitive Function, Better Nutritional Awareness, Increased Social Engagement & Skills, Greater Job Readiness & Vocational Skills, Increased Horticultural Knowledge, Increased Self-Efficacy

Allied Profession Intersections: Counselling, Forest/Ecotherapy

Type of Activity: Indoor Plant Care, Outdoor Gardening, Edible Plant Gardening, Meal/Diet-Based Activities, Plant Propagation, Plant Sales, Vocational Skill Development, Greenhouse/Nursery Production, Environmental Education

Evidence Type: Peer-Reviewed Studies, Case Studies, Randomized Controlled Trials, Qualitative Research, Quantitative Research, Anecdotal Evidence/Testimonials

Measurement and Evaluation: Metrics for Mental Health, Patient-Reported Outcomes, Program Effectiveness

Access: Free

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Summary

School garden programs have been a significant development intervention for many decades, with varied objectives depending on the purpose, audience, and proponent. Historically, in the developing world, they focused on teaching farming skills, supporting community food production, and fundraising, while in industrialized nations, they served broader educational functions like understanding science, nature, and the environment. More recently, there’s growing recognition of their role in environmental education, local food biodiversity and conservation, food and ecoliteracy, diets, nutrition and health, and agricultural education, particularly driven by concerns about environmental degradation and the disconnect between young people and nature/agriculture. Key benefits identified include enhanced farming and livelihood skills, positive behavioural and attitudinal changes towards food and healthy eating, conservation of agrobiodiversity, improved understanding of climate change impacts, enhanced academic skills and performance, empowerment of girls and women, and reconnection with indigenous foods and culture, potentially addressing mental health.

The increasing attention to nutrition is a major driver for supporting school garden programs, highlighted as a focus for improving food and nutrition education, especially through incorporating local agrobiodiversity to enhance awareness of nutritional value and promote healthy eating habits. Governments are increasingly supporting school nutrition activities, including gardens and feeding programs, with frameworks being developed for universal school feeding programs. School gardens are seen as a tool for nutrition-sensitive agriculture, involving diverse sectors. While traditionally school gardens and school feeding programs have been separate due to different mandates (agriculture vs. education/health), convergence efforts are advocating for linking them, using gardens for practical nutrition education and supplementing meals with nutrient-rich foods. Studies, such as the evaluation of FoodCorps school gardens by the Tisch Center for Food Education and Policy, indicate that frequent, high-quality, hands-on nutrition learning through gardens can impact eating habits, with students eating up to 3 times more fruits and vegetables. Research also suggests that students actively engaged in garden projects enjoy learning more, show improved attitudes towards education, and score significantly higher on science tests compared to those without garden-based learning.