Theoretical Framework Underpinning School Gardens' Impact on Nutrition and Academic Outcomes in Mozambique

Urban Farm DB summary

A 2013 study presented a theoretical framework underpinning the impact of school gardens on nutrition and academic outcomes in developing countries like Mozambique, where school gardens are recognized as a potential intervention. This framework, built upon existing literature on environmental education, agriculture-based interventions, and their impact on nutritional status and cognitive development, emphasized the need for further empirical research to validate these insights and inform policy recommendations for integrating school gardens into educational curricula.