RESEARCH

Sustenance and Sustainability: Maximizing the Impact of School Gardens on Health Outcomes

Regarding specific results on dietary intake, six out of the eleven programs that examined this outcome found that the program resulted in increased vegetable intake. A more consistent finding was the improvement in vegetable preference, where seven out of the eight studies that measured this determinant reported an increase.

Program Types: Therapeutic, Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Increased Sense of Belonging (Reduced Isolation), Sensory Stimulation, Better Nutritional Awareness, Increased Horticultural Knowledge, Increased Self-Efficacy

Allied Profession Intersections: Education

Type of Activity: Sensory Stimulation, Indoor Plant Care, Outdoor Gardening, Edible Plant Gardening, Meal/Diet-Based Activities, Growing Plants from Seed

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

Measurement and Evaluation: Program Effectiveness

Access: Free

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Summary

This paper reviews published research on school garden programs to understand their impact on children’s dietary intake and related behaviours, as well as to identify common successful strategies. It highlights that school gardens are increasingly popular action-oriented learning environments, often driven by a dual focus on promoting healthful diets and environmental sustainability. The review acknowledges that while community gardening has demonstrated various health benefits, the empirical evidence specifically for the effectiveness of school gardens on health outcomes was limited at the time of the study. The research underscores the potential of these gardens as an interface for health promotion and local community-based environmental efforts.

The study employed a review methodology, analyzing thirteen published studies of garden-based school interventions conducted in school settings with a garden component and baseline and post-intervention dietary measures. The reviewed studies included a variety of designs such as quasi-experimental studies without comparison groups and non-randomized controlled trials. Participants primarily ranged from kindergarten through 8th-grade students. While the results regarding actual dietary intake were mixed, the review found more consistent positive effects on determinants of dietary behaviour, such as preference for, attitudes towards, willingness to taste, identification of, and self-efficacy to prepare and cook fruits and vegetables. Common strategies identified across the successful programs included ‘hands-on’ learning, incorporating cooking activities, providing instructors, and involving stakeholders and parents.

Link

Davis, J.N., & Spaniol, M.R., (2015). Sustenance and sustainability: Maximizing the impact of school gardens on health outcomes. Public Health Nutr., 18(13), 2358-67

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