RESEARCH

The Impact of School Gardens on Youth Social and Emotional Learning: A Scoping Review

Studying SEL in youth reveals significant insights into how these programs impact their behavior and interactions. The research emphasizes the need for better systematic review methods to keep literature reviews updated and relevant.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Enhanced Emotional Well-being, Increased Sense of Belonging (Reduced Isolation), Increased Social Engagement & Skills, Greater Job Readiness & Vocational Skills, Increased Self-Efficacy, Community Building

Allied Profession Intersections: Education

Type of Activity: Outdoor Gardening, Edible Plant Gardening

Evidence Type: Meta-Analyses/Systematic Reviews

Measurement and Evaluation: Patient-Reported Outcomes, Standardized Assessment Tools

Access: Available Upon Request

Print Form

Summary

The research paper examines various studies on how social-emotional learning (SEL) impacts school-aged children and adolescents. It looks at different types of studies, including case studies, post-test-only studies, and quasi-experimental designs, and uses diverse methods like quantitative, qualitative, and mixed methods. The studies primarily come from the United States and Finland, with most focusing on SEL as it relates to interactions with other people. The researchers emphasize the importance of systematic reviews and highlight challenges, such as the lack of standardized methods for updating literature reviews.

During their analysis, the authors used a data extraction chart to ensure consistent review processes across the different studies. They only included studies that directly collected data from youth or involved direct observation of youth behavior. The results underscore the broad range of methods used to study SEL and the importance of creating more systematic approaches to updating research literature. The findings are crucial for understanding how SEL programs can be effectively implemented and assessed across different settings.

Link

Lohr, A.M., Drause, K.C., McClelland, K.J. et al. (2021). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education & Outdoor Learning, 21(4), 371-384

Other Recommended Research

‘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.

“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.