RESEARCH

Wellbeing in School Gardens – The Case of the Gardens for Bellies Food and Environmental Education Program

More than half of the parents who responded to the questionnaire confirmed that their child’s participation in the program had a positive effect on their child’s well-being. Additionally, a large majority, 88% of responding parents, answered that their child’s participation had given him or her successful experiences.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings, Urban vs. Rural Settings, Farms, Natural Areas/Parks/Forest

Health and Wellness Outcomes: Enhanced Emotional Well-being, Increased Sense of Belonging (Reduced Isolation), Better Nutritional Awareness, Increased Social Engagement & Skills, Increased Horticultural Knowledge, Increased Self-Efficacy

Allied Profession Intersections: Education

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

Evidence Type: Peer-Reviewed Studies, Case Studies, Qualitative Research, Quantitative Research

Measurement and Evaluation: Patient-Reported Outcomes, Program Effectiveness

Access: Free

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Summary

This study explores the role of the outdoor environment in the Danish “Gardens for Bellies” (GfB) school garden program concerning student well-being. The research is set against the backdrop of increasing popularity of school gardens as settings for outdoor learning and environmental/health education across North America and Europe, including Denmark. The GfB program, initiated in 2006 and expanded nationally with funding, provides children with experiences combining learning about nature, growing food, outdoor cooking, and developing tastes and social/personal skills. While previous research has shown benefits of school gardens on diet, nature connection, understanding natural science, and social skills, few studies have specifically investigated the effects of the garden environment on student well-being, making this a key focus of the present research. The study utilizes conceptual frameworks defining well-being as comprising components such as positive emotions, life satisfaction, interpersonal well-being, self-esteem, and behavior, drawing on existing research on children’s well-being and the impact of nature.

The research employed an exploratory multiple case study research design to gain in-depth insights across different garden settings. Five different GfB gardens, varying in geographical location (urban/rural) and physical location (farm, park, school premises, etc.), were selected for the study. Data collection methods included field observations recorded with a dictaphone, informal interviews during observations, and qualitative in-depth interviews. In-depth interviews involved focus groups with students (n=30) from kindergarten to eighth grade, interviews with garden educators (n=8), and interviews with teachers (n=16). An online questionnaire was also distributed to parents (n=136, with 96 completed) to gather insights into their child’s learning, food preferences, and well-being during the program. Data from observations and interviews were transcribed and coded, then triangulated with the questionnaire data, using an inductive approach where theoretical frameworks were applied after identifying patterns in the data.

Link

Malberg Dyg, P., & Wistoft, K. (2018). Wellbeing in school gardens-the case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191

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