The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness
Abby M. Lohr, Melanie L. Bell, Kiera Coulter, Sallie A. Marston, Moses Thompson, Scott C. Carvajal, Ada M. Wilkinson‐Lee, Lynn B. Gerald, Josephine D. Korchmaros
Health Education & Behavior
Urban Farm DB summary
This cross-sectional secondary analysis used evaluation data from a university-supported Community School Garden Program (CSGP) to examine, mostly among Latino/a (Hispanic) elementary students at Title I schools in New York City, United States, whether duration of school garden exposure (≤1 year versus >1 year) was associated with self-reported learning and school connectedness, using social cognitive theory as the analytic frame. Duration of school garden exposure showed no statistically significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those identifying as Latino/a (Hispanic) felt the garden program improved their learning; qualitative results indicated most students enjoyed time in the garden and felt the program helped them learn new things and feel connected to school.