Research & reports

Douglas Carl Reeser · Development in Practice · Belize

An analysis of an NGO school garden program in two Q'eqchi' Maya communities in southern Belize revealed challenges faced by NGOs. These challenges included issues of legitimacy, cultural appropriateness, self-interest, and constructed conceptions of their target communities, raising questions about the priority between autonomous, healthy communities and the preservation of the NGO program.

James R. Hollyer · PubMed Central · United States

This article discusses the potential risk of rat lungworm (Angiostrongylus cantonensis) in Hawai‘i's local food supply, which can cause eosinophilic meningitis if ingested by humans. While the statistical risk is extremely low compared to other foodborne agents, two individuals in Hawai‘i developed serious eosinophilic meningitis in late 2008 after consuming insufficiently washed local produce. The article highlights the challenge of informing the public about this rare but potentially serious disease, especially amidst efforts to promote local produce and school gardens.

Рена Упитис, Scott Hughes, Anna C. Peterson · Journal of the Canadian Association for Curriculum Studies · Canada

An 8-month qualitative study was conducted at a school garden program in one public elementary school in southeastern Ontario, Canada. Data collected from eight students through observations, semi-structured interviews, and student photographs identified five themes enhancing environmental stewardship (including connecting with nature, caretaking, and harvesting) and three themes explaining the program's long-term success (including parental involvement and community connections). The study highlighted benefits of the school garden program, as well as some difficulties associated with the program and limitations of the study.

Shogo Mlozi · International NGO Journal · Tanzania

This paper assesses the knowledge of livestock keepers in Dar es Salaam, Tanzania, regarding the climate change effects of their activities. Over two-thirds of respondents did not believe solid waste, liquid waste, and pollution from livestock would affect future climate risks. However, they did perceive chemical pollution and land degradation from urban and peri-urban agriculture (UPA) livestock keeping as having climate change effects.

Melvin Delgado · Columbia University Press eBooks · United States

This chapter focuses on community gardening as an intervention aimed at addressing obesity, tracing its history in the United States back to the late nineteenth century as a response to social and economic crises. While community gardens can achieve various social, economic, political, educational, and health-related goals, the chapter also discusses potential pitfalls of community gardening. It emphasizes a social justice perspective for community gardens, particularly regarding community inclusion and participatory democracy.

Ines Vlahović, Ksenija Karlović · Agronomski glasnik ·

A survey conducted from May to August 2011 examined the frequency of poisonous and allergenic plant species at nine educational institutions in the town of Samobor, Croatia — three kindergartens, four elementary schools, one high school and one library. The survey identified 15 poisonous plant species, represented by 182 specimens, and 17 allergenic plant species, represented by 129 specimens.

Iris T. Stewart, Elizabeth K. Purner, Patricia D. Guzm ́n · Children Youth and Environments · United States (California)

In Santa Clara County (SCC), located at the southern end of the San Francisco Bay Region and marked by high income disparities and an ethnically diverse population, this study used surveys and Geographic Information Systems (GIS) to examine links between the presence and use of school gardens and the socioeconomic and ethnic composition of surrounding neighborhoods. Statistical analysis found that school gardens in SCC are more likely to exist in economically stronger and ethnically less-diverse neighborhoods, showing that garden provision is not equitably distributed. School gardens can be maintained with relatively modest resources — a coordinator, planting area, small budget, and school-community support — yet securing these resources can itself be a significant barrier for some schools. Because natural play areas suited to environmental exploration were not typically found at SCC schools, the study suggests school gardens can play an important role in reconnecting children with the natural world.

Rowena Passy · Education 3-13 · Global

This article reports on two projects investigating school gardens, finding that while they can effectively engage primary children in learning, a divide exists among teachers regarding garden use. The article argues that mixed messages in policy concerning outdoor learning act as a barrier to teachers utilizing school gardens.

John James Okiror, Biryabaho Matsiko, Joseph Oonyu · Journal of Agricultural Education · Uganda

This study, conducted in eight primary schools in Uganda, compared the learning achievement of pupils taught using supervised home gardens and those taught using school gardens. Data were collected over four school terms using questionnaires, focus group discussions, interviews, observations, and a posttest examination, and analyzed with a t-test. Findings showed no significant difference in knowledge achievement between the two groups of pupils.

Hillary Anne Doerfler · D-Scholarship@Pitt (University of Pittsburgh) · Global

A literature review examined the use of school garden programs for health promotion among elementary school youth. The review found that school gardens successfully improved academic achievement, increased fruit and vegetable consumption, and enhanced social skills. However, significant barriers to implementation were identified, particularly in low socioeconomic status schools, including a lack of funding, insufficient gardening knowledge among teachers, and limited community and parent involvement.

Eric L. Hazzard, Elizabeth Moreno, Deborah Lane Beall, Sheri Zidenberg‐Cherr · Public Health Nutrition · United States (California)

A mid-term evaluation was conducted on 3103 California public schools (80.6% of applicants) to assess the effectiveness of the California Instructional School Garden Program (CISGP). Many schools reported not achieving their predicted goals related to the CISGP grant, with only 39.4% of schools accomplishing all their garden-related goals. Additionally, 37.8% of schools reported that their school gardens were negatively affected by the California budget deficit, suggesting that the discrepancy between predicted and actual grant utilization may be due to a combination of budget shortfall and insufficient grant award amounts.

Emma Schroeder, Almuth Koby · · United States

In a 2010 interview, Almuth Koby shared her memories of the Eagle Heights Community Garden, including her time as president of the Community Gardens Committee. She described challenges such as members failing to fulfill their duties and the issue of abandoned plots, indicating governance difficulties within the community garden. Koby also recounted her personal gardening journey, from being mentored to mentoring others and learning from diverse cultures.

Dick Foeken, Samuel Owuor, Alice Mwangi · Children Youth and Environments · Kenya

A survey was conducted in almost all primary and secondary schools in Nakuru Town, Kenya, to examine the extent to which school farming contributes to school feeding programs. The survey found that while school farming and feeding programs are common practice, school farming substantially contributes to school feeding programs in relatively few cases.

Eric L. Hazzard, Elizabeth Moreno, Deborah Lane Beall, Sheri Zidenberg‐Cherr · The FASEB Journal · United States (California)

This study evaluated the effectiveness of the California Instructional School Garden Program (CISGP) grants by surveying 749 grantee schools. It found that the development, sustained use, or expansion of gardens was less than expected (p=.01), and fewer schools than expected reported using gardens for instruction (p<.001) or to teach academic subjects (p<.003). Less than 40% of schools reported accomplishing all their garden goals with the funds.

A. C. Egun · Journal of Agricultural Sciences · Global

This paper examined the competencies needed by Agricultural Science teachers in urban areas for effective institutional preparation. Teachers identified 24 competencies for urban agriculture teaching but expressed deficiency in 19 competencies (79.17%). The curricular implication is to include basic Humanities subjects like Geography, Economics, and Commerce in Agricultural Science teacher programs and to effectively implement field trips to strengthen the relationship between theory and practice.

Eva Collins, Kate Kearins · Academy of Management Learning and Education · New Zealand (Auckland)

A sustainability instructor took a graduate class to an eco-village near Auckland, New Zealand, where students observed off-grid homes and community gardens. While New Zealand students were inspired by the alternative lifestyle, two international students from China and Tajikistan expressed that this lifestyle was how they lived at home and they did not wish to live that way, preferring the New Zealand lifestyle. This indicates a limited appeal of the eco-village model to some international students.

Laura Whitzling, Michelle M. Wander, Ellen Phillips · Journal of Agriculture Food Systems and Community Development · United States (Chicago)

This study profiled soil quality, including lead levels, in 10 Chicago community gardens, comparing raised beds to non-raised beds and adjacent bare soil. The overall mean soil lead level was 135 ppm (n=86) by EPA method, with a range of 10-889 ppm. While most gardens' lead levels were not a concern, higher lead in adjacent bare soil suggested contamination risk. Use of raised beds reduced lead levels, but further study is needed.

Kwesi Acheampong, Amoako Mensah, Boatemaa Boateng · Zenodo (CERN European Organization for Nuclear Research) · Ghana

A survey conducted from January to March across five favelas in Accra, Ghana, investigated the impact of community gardening workshops on food security. While participants gained knowledge on sustainable gardening techniques, 45% of respondents still lacked access to necessary resources like seeds and tools. The study concluded that workshops improved awareness but further support is needed to address practical implementation barriers.

Dorothy Blair · The Journal of Environmental Education · United States

An evaluative review of U.S. literature on children's gardening found that quantitative studies showed positive outcomes in science achievement and food behavior. However, these studies did not consistently demonstrate improvements in children's environmental attitude or social behavior, and validity and reliability issues reduced general confidence in the results. Qualitative studies documented a wider range of desirable outcomes, but teacher enthusiasm varied based on support and horticultural confidence.

Juliana Arruda, Nilson Antonio Modesto Arraes · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil (Campinas)

A 2005 study in Campinas, Brazil, analyzed the city's Community Garden Program (PHC) to support the formulation of new urban and peri-urban agriculture policies. Analysis of PHC management revealed an almost total disengagement between the program and sectoral policies such as education, health, and social action. However, individual actions were found to be important for project implementation and success, and the projects were significant in the lives of beneficiaries.

Edilene Lagedo Teixeira, Janailton Coutinho, Adriano Costa da Silva, Andréa Soares, Camila Silva de Oliveira, Carla Gomes dos Santos, Beatriz Ribeiro Guimarães · REVISTA BRASILEIRA DE AGROECOLOGIA · Brazil

This study, conducted in 2003 by UNISOL REGIONAL and UFRRJ, aimed to develop an organic, condiment, and medicinal garden through social education activities. A socioeconomic survey of the community revealed urgent problems with water scarcity, mosquitoes, and rodents. While two garden beds and 12 planters were built to encourage self-sustaining urban agriculture, the abstract does not explicitly state the success or failure of achieving self-sustainability or addressing the identified community problems beyond the construction itself.

Adelaide Ellen Pigg, Tina M. Waliczek, Jayne M. Zajicek · HortTechnology · United States (McAllen, Texas)

A study of 196 elementary students in McAllen, Texas, compared the academic progress of students participating in a school garden program with those receiving traditional classroom instruction. No statistically significant differences were found in science achievement scores, indicating similar benefits for both groups. However, students receiving traditional math instruction showed more improved math achievement scores compared to those in the garden program.

Levon T. Esters, Blannie E. Bowen · Journal of Agricultural Education · Global

This study investigated factors influencing career choices among graduates of an urban agricultural education program. While former students identified parents and friends as influential, and cited various reasons for their career paths, a discriminant analysis model could not distinguish between those who chose agricultural careers and those who did not after completing the secondary agricultural program.

Jianguo Dai · Journal of Shenzhen Polytechnic · China (Shenzhen)

Urban agriculture in Shenzhen faces problems including decreasing farmland, inadequate skilled farmers, poor disaster resistance, immature insurance, increasing contamination of water, soil, air, and agricultural products, and poor modern enterprise management. Strategies proposed for sustainable development include specific laws, pollution protection, education, research, technology application, industrial technology application, leisure agriculture development, and diversification.

Prebus, Olivia · Occidental College Scholar (Occidental College) · United States (Los Angeles)

This work addresses the gross inequity of food access in low-income neighborhoods of Los Angeles, such as MacArthur Park, where grocery stores are scarce. The author's internship at the Center for Food and Justice involved projects like a Community Food Assessment and organizing a community garden, all focused on empowering communities to tackle complex food access issues. The abstract highlights the severe problem of limited healthy food options leading to simultaneous obesity and malnutrition.