Research & reports

Kathy B. Knight, Janie W. Cole, Lacy M. Dodd, Charlotte B. Oakley · International Journal of School Health · United States

The "Eating good and moving like we should (EGMLWS)" school-based intervention aimed to prevent and reduce childhood obesity among primarily African American third-grade students in 7 Mississippi Delta schools. The program included curricula, school gardens, and school menu consultation. Pre- and post-intervention BMI z-scores and Fitnessgram parameters (PACER and back-saver sit-and-reach) were compared. Mean BMI z-scores significantly lowered in 2 schools, did not change in 4 schools, and increased in 2 schools. PACER scores increased in 5 of 7 schools, and sit-and-reach scores increased in 5 and 6 schools respectively.

Carl E. Taylor, Elizabeth B. Symon, Amy Dabbs, Alexander Way, Olivia M. Thompson · HortTechnology · United States

An online survey of 37 educators (36% response rate) in South Carolina, who completed a school gardening training course between 2012-2015, assessed a pilot farm-to-school initiative. The study found that most educators were unaware their garden was part of the initiative, and gardens were not integrated with school-wide programs, particularly cafeteria meals. However, most educators maintained their gardens for over a year and used them for academic instruction.

Pepijn Schreinemachers, Dhruba Raj Bhattarai, Giri Dhari Subedi, Tej P. Acharya, Hsiao-pu Chen, Ray-Yu Yang, Narayan Kaji Kashichhawa, Upendra Dhungana, Gregory C. Luther, Maureen Mecozzi · Journal of Development Effectiveness · Nepal

This study evaluated the combined impact of school gardens and nutrition education on 10- to 15-year-old schoolchildren in Nepal, using a cluster randomized controlled trial with 1275 students (2014) and 785 students (2015). After one year, significant improvements were observed in children's awareness of fruits and vegetables, knowledge of sustainable agriculture, food, nutrition, and health, and stated preferences for eating fruits and vegetables. However, these improvements in intermediary outcomes did not translate into significant improvements in fruit and vegetable consumption or nutritional status.

Sertaç Güngör · Journal of Agricultural Faculty of Gaziosmanpasa University · Turkey (Konya)

This study investigated the current state of gardens in 7 nursery schools in Selçuklu district, Konya city, Turkey, regarding landscape design and space usage. The findings revealed that the nursery school gardens were not used effectively, lacked sufficient green space in their landscape design, and were not properly designed to contribute to children's mental and physical development.

Aysun Çelik, Elvan Ender Altay · Kocaeli Üniversitesi Mimarlık ve Yaşam Dergisi · Turkey

A study evaluating the landscape condition of school gardens at 49 schools (30 primary, 19 secondary/equivalent) in the central district of İzmit, Kocaeli Province, Turkey, assessed for space-use profiles, landscape design components, and vegetal components (using a proportional range method for space use and frequency analysis for landscape and vegetal component data). The study found that landscape design of the school gardens is neglected, and that space-use rates fall far below standards compared with developed countries. Green space use was observed in only 43.33% of primary schools and 57.89% of secondary schools; the gap between the school with the largest green area and the one with the smallest was 313 times in primary schools and 57 times in secondary schools. Plant diversity in existing green spaces was found to be quite poor, with grass areas and flower beds rarely used. 93.34% of primary schools, which serve children of play age, had no play equipment areas, and 47% of secondary schools lacked multifunctional playgrounds suitable for basketball and volleyball. The study recommends treating school gardens as part of education and adopting a uniform standard for organizing spaces and components so all students have equal access.

Subhashni Raj, Samina Raja, Bree-Ana Dukes · Journal of Hunger & Environmental Nutrition · United States

This study examined the influence of urban agriculture (UA) programming on fruit and vegetable consumption among urban youth in Buffalo, New York. Results indicated that while youth were willing to try new foods, other food behaviors did not change. The study found that UA programming is beneficial but not sufficient to engender healthy eating behavior in youth, with fruit and vegetable consumption also associated with gender and neighborhood median household income.

Leila A. Graves, Harrison Hughes, Meena M. Balgopal · Journal of Agricultural Education · Global

This case study examined the implementation of a horticulture-based curriculum by two 3rd grade teachers and two STEM coordinators. While one STEM coordinator found the curriculum addressed academic science standards and provided relevant inquiry activities, the other STEM coordinator and teachers believed garden plants did not address science standards and only supported enrichment. This highlights a divergence in perception regarding the curriculum's alignment with academic standards.

Colin Cox, Jessica A. Hoffman, Mariya Shiyko, Catherine Wirth · Journal of Hunger & Environmental Nutrition · United States

A study in the United States evaluated the effect of text message reminders on farm share pickup rates among Head Start parents participating in a subsidized community supported agriculture program. While pickup rates were high for both text messaging and no text messaging groups, with 96% vs 92% within two days and 69% vs 62% on the day of delivery, no statistically significant differences were found between the groups. The study's ability to isolate the effects of text messages was limited because program coordinators used multiple methods to promote parent participation.

Nida Bayındır · Route Educational and Social Science Journal · Global

This research investigated primary school teachers' pedagogical expectations regarding school gardens. The study found that 60.7% of primary school teachers considered their school gardens pedagogically insufficient. Teachers primarily identified a need for more pedagogical equipment in school gardens, and desired features like Atatürk busts, flags, mini activity corners, floor games, and functional sports fields.

Hugo Puerto · Journal of International Crisis and Risk Communication Research · United States (Florida)

This ethnographic study in Indian River County, Florida, investigated challenges in engaging Mexican im/migrant farmworkers in community-based health solutions, specifically community gardens. Despite efforts by farmworker leaders and the health department to promote community gardens for health and economic benefits, little engagement was observed within the farmworker community. The research, based on participant observation, surveys, and interviews, analyzed barriers to healthy eating and the limited role of grassroots initiatives in improving health outcomes.

Laura Forbes · Digital Commons - CSUMB (California State University, Monterey Bay) · United States (California)

School gardens are common in elementary schools, but teachers find it challenging and unnecessary to incorporate them into their time and everyday curriculum due to time restrictions and the need to focus on required classroom curriculum. This capstone focuses on the beneficial factors students can receive by properly implementing the school garden into everyday curriculum and how teachers can successfully incorporate it. By creating a garden-based program and lesson plans that incorporate required subjects, teachers can spend the necessary time teaching required subjects while utilizing the school garden.

Maggie Caroline McGriff · Journal of the Arkansas Academy of Science · United States

This study investigated whether three elementary school garden club programs influenced students' attitudes and behaviors regarding fruit and vegetable consumption. Quantitative analysis using pretest and posttest questionnaires found non-significant results, indicating no significant effect on participants' perceptions of fruit and vegetable consumption. Qualitative analysis of participant interviews also showed mostly non-significant changes in healthy eating, although participants reported positive experiences in other aspects like respect for nature and enjoyment of activities.

Green Hope, River Edge, New Jersey 07661, USA., Hye Jin Keum · Journal of people, plants, and environment · United States

The philosophical background and historical development of the school garden movement in the USA were examined. The movement demonstrated a process of formation, decline, and revival. It began to diminish after World War I and was pushed to extinction by technological advancements in the 1950s, before resurging from the 1990s to address childhood obesity, nature-deficit, and improve academic achievements.

Robert Mattock · · United Kingdom

This article discusses the decline in horticultural skills and work ethic in the United Kingdom over the last century, attributing it to the welfare state's de-incentivization of the workforce. The diverse plant vocabulary and cultivation skills once common among Victorian gardeners and landscape designers are now largely lost, impacting the conservation of designed landscapes. While efforts are being made to revive school gardens and promote apprenticeships and craft skills, the article concludes that more work is needed to re-establish a traditional work ethic in apprenticeships.

卓也 林 · Institutional Repositories DataBase (IRDB) · Japan (Inagi City)

This study examined the management characteristics of direct farm sales outlets and the role of agriculture in urban areas, using pear farmers in Inagi City, Tokyo, as an example. Field surveys confirmed a decrease in pear picking activities and a high ratio of direct sales and home delivery. While familiarity with agriculture has increased due to farmers' cooperation in agricultural experience learning and the establishment of many community gardens, a limitation was identified: to convey the value of urban agriculture to those with low interest, the enhancement of pear picking, allowing easy interaction with farmers on farmland, is required.

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.

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.

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.

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.

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.

Candan Kuş · · Turkey (Ankara)

A study in Yenimahalle District, Ankara, evaluating multiple schools including 80 primary schools, assessed the importance of school gardens and their place within the urban open-green space system. The findings revealed that many school gardens were unsuitable for use by teachers and students, being narrow, containing only ceremonial areas and a few plants, and lacking sufficient furnishing elements. It was also observed that additional buildings further narrowed school gardens, and insufficient attention was given to recreation areas, sports areas, and green spaces.