Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
26 results(1 / 2)
School gardens as socio-ecological learning systems: supporting adolescent food security and resilience
2026L. Lue, K. Reis, H. Kanasa, S. Rutherford, C. Desha · Environmental Education Research · Global
A review of 22 studies (2001-2024) across six countries, primarily the US and Canada, examined how high school garden programs support adolescent food security and resilience. Findings indicated contributions across multiple socio-ecological levels, but uneven implementation significantly constrained their overall impact. Specifically, opportunities for shared decision-making were limited, and short-term, inconsistent support for policy, funding, and governance structures restricted long-term effectiveness.
Limited or null effectFood educationHealthCommunityFood sovereignty & justiceSaberes y actitudes ecológicas: entre la experiencia vivida, la escuela y las redes sociodigitales
2025Limachi Pérez, Vicente · Macedonian Journal of Medical Sciences (University of Skopje) · Bolivia (Cochabamba)
This study examined the influences of family, school, and sociodigital networks on environmental awareness among secondary school students in urban and rural Cochabamba, Bolivia. Data from three schools showed students' environmental concerns varied by region, and the internet was their primary information source. Despite isolated initiatives like school gardens, schools did not effectively integrate environmental education into the curriculum, limiting its formative impact.
Limited or null effectFood educationUrban–rural linkageCommunityDisentangling food transformation narratives: a Q-method analysis on pathways to sustainable food systems and their implications
2025Meredith L. Mull, Mario Torralba · Frontiers in Nutrition · Global
This exploratory Q-methodology study investigated how university students in sustainability programs conceptualize sustainable food systems. Analysis revealed five distinct narratives, with consensus on food security and transparent governance. However, elements like urban agriculture, GMOs, and food traditions were consistently deprioritized by the participants. The findings emphasize incorporating plural perspectives and context-sensitive approaches in food system research and policy.
Limited or null effectFood sovereignty & justiceClimate changeFood educationPolicy“We Can Come in Together and Garden”: A Mixed Methods Study of School Connectedness in a Middle School Garden Project
2024Heidi L. Hollingsworth, William D. Giblin · Journal of Research in Childhood Education · Global
This mixed methods study investigated the impact of a middle school garden project on 6th-graders’ school connectedness. Surveys of 46 middle school students indicated that most had home gardening experience and enjoyed the school garden activities. However, pre-post results did not show increased school connectedness following the garden unit, as ratings were moderately high both before and after. Interviews with 25 participants revealed that the garden project facilitated home-school, student-student, and student-teacher connections, serving as a context for engagement and enjoyment for students.
Limited or null effectFood educationCommunityCultivo de hortalizas de ciclos cortos en huertos para el consumo y comercialización de alumnos de tercero de bachillerato
2024Reina Bazán Alarcón, Edgar Leonidas Cottallat Villao, Segress García-Hevia · Código Científico Revista de Investigación · Ecuador
This mixed-methods study in Ecuador aimed to develop a methodology for implementing school gardens at Unidad Educativa Misael Olaya, focusing on short-cycle vegetable cultivation for consumption and potential commercialization by high school students. Questionnaires and interviews with students and teachers revealed that while students had basic knowledge of vegetable cultivation, there was a need to strengthen practical activities and experimental learning.
Limited or null effectFood educationWelfareCommunityEconomicsPublic Food Trees’ Usage and Perception, and Their Potential for Participatory Edible Cities: A Case Study in Birjand, Iran
2024Juliette Colinas, Francesca Ugolini, Mohammad Reza Khalilnezhad · Sustainability · Iran (Birjand)
In Birjand, Iran, a qualitative approach explored the usage and perception of public fruit trees and attitudes towards public usage and participation in two urban green spaces (Tohid Park and Akbarieh Garden). Semi-structured interviews were conducted with twelve visitors, four administrators, and eight workers. Almost all visitors had a high interest in picking fruit, but usage in these green spaces was low, partly due to social norms.
Limited or null effectCommunityFood educationPolicyTransdisciplinary teaching and learning in a master’s program in urban agriculture
2024Sigrid Gjøtterud, Rasa Holen, Trine Hvoslef-Eide · International Journal of Sustainability in Higher Education · Global
This action research study explored transdisciplinary teaching and learning in an urban agriculture master's program using qualitative methods. Students demonstrated high inter- and intrapersonal competencies and cross-disciplinary idea development. However, a critical finding was that the potential for collaboration with external partners (case owners) was not fully exploited and requires further development.
Limited or null effectFood educationCommunityGuerrilla Gardening in a Time of Ecological and Social Crisis: An Exploratory Endeavor to Feel Connected with a Lost Piece of Forest
2024Margaretha Häggström, Mårten Häggström · The Trumpeter · Sweden
This four-year exploratory study in a clearcut in western Sweden investigated the feasibility of cultivating crops in a nutrient-poor, shadowless environment to support biodiversity. The study found that while it was possible to grow potatoes, peas, and some summer flowers without special efforts, it was difficult to grow other vegetables and root vegetables. The project suggests that planting activities in clearcuts may impact people's sense of human-nature identity and respect for the natural environment.
Limited or null effectDIYBiodiversityFood educationCommunityEffect of an Integrated School Garden and Home Garden Intervention on Anemia Among School-Aged Children in Nepal: Evidence From a Cluster Randomised Controlled Trial
2023Ghassan Baliki, Dorothee Weiffen, Pepijn Schreinemachers, Akina Shrestha, Rachana Manandhar Shrestha, Monika Schreiner, Tilman Brück · Food and Nutrition Bulletin · Nepal
A cluster randomized controlled trial in rural Nepal (n=680 school children aged 9-13 across 30 schools) investigated whether an integrated school and home garden intervention improved hemoglobin levels and reduced anemia. The intervention did not lead to a direct significant reduction in anemia, as nutritional improvements were not strong enough to impact hemoglobin levels. However, the program indirectly improved hemoglobin levels for children under 12 by increasing good food and hygiene practices at home, particularly for girls, young children, and those with literate caregivers.
Limited or null effectFood educationHealthCommunityCommunity Gardens
2022Stephanie Ross · · Global
This paper explores various needs that community gardens seem poised to meet, such as education, community activism, individual growth, and enhancement, offering a balanced assessment of their likely success. It considers large-scale indoor hydroponic farming as a potential remedy for many of the social ills that community gardens address.
Limited or null effectCommunityFood educationWelfareThe Implementation of the Project "Camp School-Garden" for Indigenous Peoples' Children of the North (Results of Monitoring in 2022)
2022Artur Amirovich Galyamov · Социодинамика · Russia
This article presents preliminary sociological monitoring results from 2022 for the "Camp School-garden" pilot project, aimed at primary education for indigenous children in remote areas of Khanty-Mansiysk Autonomous Okrug – Yugra. While positive indicators like satisfaction with educational services were noted, the study also identified less positive and negative indicators, including inconsistent internet quality and differing opinions on distance learning organization, which require consideration for future project implementation.
Limited or null effectFood educationCommunityWelfareThe impact of school gardens on youth social and emotional learning: a scoping review
2020Abby M. Lohr, Keegan C. Krause, D. Jean McClelland, Noah Van Gorden, Lynn B. Gerald, Vincent J. Del Casino, Ada M. Wilkinson‐Lee, Scott C. Carvajal · Journal of Adventure Education & Outdoor Learning · Global
This scoping review synthesized evidence on the impact of school gardens on youth Social and Emotional Learning (SEL), screening 1589 abstracts and 76 full-text articles to include eight studies. While qualitative studies suggested a positive influence on SEL, quantitative studies showed few statistically significant results. Therefore, current evidence from qualitative research indicates school garden programs have the potential to successfully enhance experiences that promote SEL, but more research is needed to further investigate this claim.
Limited or null effectFood educationCommunityPre-Implementation Perceptions Among Teachers on the Use of Ecological Sanitation and Application of Human Urine as Fertilizer
2020Govinda Prasad Devkota, Sheri Lee Bastien, Petter D. Jenssen, Manoj K. Pandey, Bhimsen Devkota, Shyam Krishna Maharjan · International Education Studies · Nepal
This Participatory Action Research study in Nepal investigated five teachers' perceptions of using urine diversion dry toilets (UDDTs) and human urine as fertilizer in school gardens. Few teachers accepted human urine as fertilizer, considering it impure and expressing unwillingness to use it on crops. Teachers disliked UDDTs due to perceived bad odor and uncomfortable sitting positions, especially for females, and felt urine as fertilizer was unnecessary.
Limited or null effectFood educationOrganic cycleCommunityHealthThe impact of school gardens on nutrition outcomes in low-income countries
2020Pepijn Schreinemachers, Ray-Yu Yang, Dhruba Raj Bhattarai, Bal Bdr, Mamounata Sandaogo Ouedraogo · · Global
Three cluster randomized controlled trials in Bhutan, Nepal, and Burkina Faso evaluated school garden programs. The interventions significantly improved children's knowledge about food and agriculture in all three countries, and awareness and preferences for fruits and vegetables in Bhutan and Nepal. However, these improvements did not lead to an increase in the frequency or variety of fruit and vegetable consumption in any of the countries.
Limited or null effectFood educationHealthExpanding the Contribution of Community Gardens to City Sustainability through Family Education Programs
2019Stavrianakis, Farmer · Children Youth and Environments · Global
This study investigated the impacts that gardening education workshops in community gardens can have on family members and their environmental behaviors. Participants reported a variety of positive impacts from the gardening workshops, including socializing, health benefits, and acquired knowledge. However, there was limited evidence of pro-environmental behavior change beyond gardening.
Limited or null effectCommunityFood educationHealthClimate changeCommunity Gardening in a Society With High Malnutrition Prevalence Helps Reduce Malnutrition but Increases Obesity
2019Greg Zandrow, Samir Malkani, Kerri Gosselin · PEDIATRICS · Philippines
A community garden program in a rural Filipino village, involving families of 67 children, aimed to assess the impact of community gardens and education on plant care and proper diet on malnutrition and food security. The study found that while the program helped reduce malnutrition, it also led to an increase in obesity.
Limited or null effectCommunityHealthFood educationDemystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden
2019Kamal Prasad Acharya · Pedagogical Research · Nepal
This study in Nepal aimed to transform chemistry learning from textbooks to school gardens through activity-based learning, involving students and science teachers. In-depth interviews and participant observations revealed that science teachers' positivist congestions, rooted in a dogmatic approach to chemistry teaching, hindered students' eloquent engagement in school gardening activities. The study concluded that positivist epistemology and related traditions superficially forced activity-based chemistry learning in community schools.
Limited or null effectFood educationImpact of school gardens and complementary nutrition education in Burkina Faso
2019Pepijn Schreinemachers, Mamounata Sandaogo Ouedraogo, Serge Diagbouga, Amadou Thiombiano, Serge Rodrigue Kouamé, Caroline Makamto Sobgui, Hsiao-pu Chen, Ray-Yu Yang · Journal of Development Effectiveness · Burkina Faso
A repeated cluster randomized controlled trial in 30 schools with 1,760 schoolchildren (8–14 years old) in Burkina Faso evaluated the impact of school vegetable gardens combined with nutrition education. The study found a small but significant increase in knowledge of sustainable agriculture (+5.0%) and food/nutrition (+6.6%). However, there was no significant increase in other outcome indicators, including fruit and vegetable consumption.
Limited or null effectFood educationHealthCommunityImpact of school gardens in Nepal: a cluster randomised controlled trial
2017Pepijn 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.
Limited or null effectFood educationHealthCommunityTeaching STEM through Horticulture: Implementing an Edible Plant Curriculum at a STEM-centric Elementary School
2016Leila 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.
Limited or null effectFood educationCommunitySINIF ÖĞRETMENLERİNİN OKUL BAHÇELERİ HAKKINDAKİ PEDAGOJİK BEKLENTİLERİ
2015Nida 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.
Limited or null effectFood educationJust How Much Can School Pupils Learn from School Gardening? A Study of Two Supervised Agricultural Experience Approaches in Uganda
2011John 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.
Limited or null effectFood educationCommunityPreparing the Urban Agricultural Science Teacher: Curriculum Implications
2010A. 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.
Limited or null effectFood educationEconomicsUrban–rural linkageDelivering on Sustainability's Global and Local Orientation.
2010Eva 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.
Limited or null effectCommunityFood educationUrban–rural linkageClimate changeImpact of Community Gardening Workshops on Food Security in Ghanaian Favelas
2009Kwesi 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.
Limited or null effectCommunityFood educationFood sovereignty & justiceWelfare