Research & reports

Alexandra van den Berg, Judith L. Warren, Alex McIntosh, Deanna M. Hoelscher, Marcia G. Ory, Christine Jovanovic, Michael López, Lisa Whittlesey, A. Kirk, Caren Walton, Lisako McKyer, Nalini Ranjit · Childhood Obesity · United States (Texas)

The Texas!Grow!Eat!Go! (TGEG) study assessed the individual and combined effects of school-based gardening and physical activity (PA) interventions on children's eating and PA behaviors and obesity status in 28 low-income schools in Texas. Participants included 1326 third-grade students and parents, with data collected at the beginning and end of the school year. Children in schools receiving the gardening intervention showed significant increases in nutrition knowledge, vegetable preference, and vegetable tasted, while children in gardening or PA intervention schools significantly decreased BMI percentile.

Kristen Giombi, Anupama Joshi, Caroline Rains, Jean L. Wiecha · Journal of Agriculture Food Systems and Community Development · United States

To measure the reach of Oregon's farm-to-school grant program, descriptive analyses and t-tests were conducted between the 2014-2015 and 2015-2016 school years. Following the intervention, the number of nonwhite students in participating districts nearly doubled, and average local food purchases, especially fruits and vegetables, increased for low-income districts. These results suggest that the opt-in approach to the grant program facilitated greater participation from low-income districts.

Laura Lucas, Fabiana Li · Canadian Food Studies / La Revue canadienne des études sur l alimentation · Canada (Winnipeg)

The Rainbow Community Gardens in Winnipeg, Manitoba, is a community project supporting immigrant and refugee families in growing their own food. This photo essay examines the role of food and community gardens in expressing cultural identity and their possible benefits for community building, skill learning, and growing culturally appropriate foods for health and food security. These benefits gained new relevance due to the COVID-19 pandemic.

Gamel Nasser · European Journal of Public Health · Brazil

A Brazilian non-profit developed a nutrition education project from 2016 to 2018 to combat childhood obesity, incorporating school gardens and education. The program successfully integrated activities into school curricula, leading to healthier lunches. 76% of parents reported that school gardens increased their children's fruit and vegetable intake, and 33% of children changed their eating habits after the program.

Ana Galvis Martinez, Brooke A. Porter, Paul Rogé, Leah Atwood, Natalia Pinzón Jiménez · · United States (California)

The Bay Area Farmer Training (BAFT) program trained aspiring urban farming practitioners in agroecology, utilizing a pedagogy rooted in humanistic values, social justice, and decolonial and feminist frameworks. An analysis of BAFT from the perspectives of participants and founding educators led to recommendations for educators and program developers. These recommendations include training in restorative justice, cultivating cross-cultural dialogue, building trust, humanizing classrooms, preparing guest speakers, and designing values-centered curricula.

Colleen Saxen · CORE Scholar (Wright State University) · United States

This participatory action research (PAR) explored a school garden program in a historically marginalized community during the COVID-19 pandemic and racial justice protests. School staff and community partners co-created the garden, expressing meanings, values, and visions through photovoice, mapping, and gardening activities. Participants described experiences of love, empowerment, and justice, demonstrating the value of PAR for cultivating school gardens as sites for social justice and the role of an ethic of love in community building.

Tucker Jensen · Digital Commons - Hamline (Hamline University) · United States

This capstone project reviews the effects of community gardens on low-income urban populations in the United States. After reviewing prior work on the history of racism in America, disparities in food insecurity, the correlation between poverty and health, and environmental impacts specific to urban communities, the project developed a five-day unit of study set at an established community garden. The unit teaches middle school students about community gardens through STEM lesson activities, has students design their own garden, and aims for them to be able to explain why a community garden matters to their neighborhood's success.

Kristan Majors · Educational Media Reviews Online · Canada

This is a review of the 2017 documentary film "From Seed to Seed" (87 minutes, directed by Katharina Stieffenhofer, distributed by Bullfrog Films), which follows four farms of different sizes in Canada over a full year, covering topics including plant breeding, crop diversity, organic farming, green manure and seed exchange; the review recommends the film for classroom and community use and notes it won awards including 2019 Best of the Fest at the Colorado Environmental Film Festival and 2019 Best Documentary at the Big Water Film Festival.

Abby M. Lohr, Nick Henry, Denise J. Roe, Claudio Andrés Garrido Rodríguez, Rosalva Romero, Maia Ingram · Journal of School Health · United States

This study evaluated the effect of garden-based learning on outlook and behaviors toward vegetables among primarily Latinx third- and fourth-grade students at four elementary schools with different garden programs in southern Arizona. Students completed a bingo-format survey and participated in class discussions measuring their attitudes and behaviors. Students at schools with more garden exposure were more likely to give responses reflecting positive attitudes and behaviors toward vegetables, and most often named vegetables grown in the school garden as their favorites in class discussions. For third- and fourth-graders, longer exposure to a school garden was associated with more positive perceptions of and desire to consume vegetables.

Caio Tibério Dornelles da Rocha, Luciana Calabró, Diogo O. Souza · · Brazil

A proposal outlines the implementation of technical-pedagogical school gardens in the states of Maranhao and Piaui, Brazil, reviewing Brazil's legal framework on the Right to Adequate Food and Food and Nutrition Security and discussing the main characteristics of a reference school garden. The proposed implementation is a strategy for institutionalizing gardening models in public education institutions serving children and adolescents aged 6 to 14, positioned as the initial step toward establishing a School Vegetable Program for Improving Eating Habits as part of pedagogy aimed at building healthy, sustainable eating habits.

Jackline Gomes Silva, Maria Cleoneide Brito, Jerrana Cantarelli, Sebastião Santos, Paula Vanessa Queiroz, Lourinalda Luiza Dantas da Silva Selva de Oliveira · Revista de Agroecologia no Semiárido · Brazil

A report on SERTA (Alternative Technology Service), a Brazilian institution offering an agroecology technical course for rural and urban youth and traditional communities, describing a 30-hour internship experience of students from the Glória do Goitá unit at the Ibimirim unit in Pernambuco's semi-arid Sertão do Moxotó, in the caatinga biome, on a 5-hectare site with a range of native and exotic trees, shrubs, herbs and medicinal plants and a large variety of cacti. Activities included observing social technologies such as cactus-grafting techniques, animal and plant husbandry, use of high-protein, high-value medicinal and food plants such as moringa (Moringa oleifera) and pitaya (Hylocereus undatus), and participation in the "Caatinga Emoldurada" project making handcrafted lamps from dead plant material, as well as hands-on exposure to solar and wind energy use and to aquaponics combining fish, chickens, medicinal plants, fruit trees, vegetables and unconventional food plants (PANC).

Sydney Park Brown, Danielle Treadwell, James M. Stephens, Sue Webb, Francisco Rivera · EDIS · United States (Florida)

Home garden planning and development is described as a year-round activity in Florida, United States, offering benefits for physical and emotional health (2020). This guide provides recommendations for home and community gardening, including planting dates, variety selection for crop planning, water and nutrient management, pest management, and harvesting. It is a Spanish-language translation, by Francisco Rivera, of the Florida Vegetable Gardening Guide (SP103/VH021) by Sydney Park Brown, Danielle Treadwell, J. M. Stephens and Susan Webb, published by the UF/IFAS Horticultural Sciences Department.

Bianca Jacqueline Silva, André de Carvalho Bandeira Mendes · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil

A report on a project to implement a community garden on the Itabira campus of the Federal University of Itajubá (UNIFEI) in Brazil. The proposal originated in dialogue with campus workers, and aims through extension actions to engage both the university community and the local population across social, cultural, and environmental dimensions in the garden's management, implementation, and maintenance. Planning stages include awareness-raising and mobilization, a survey of human and material resources, and exchange of experience among participants, with particular attention to including elderly residents in cultivation activities to transmit cultural knowledge and strengthen group bonds. A management team was formed to prepare the physical space and coordinate maintenance, with the garden planned as a space for observation, cultivation, and leisure.

Carla Rocha, Alanne Rainer Rosa Nascimento, Maristela Marques da Silva · Cadernos de Agroecologia · Brazil

Educational activities on agroecology and environmental issues were reported in rural multi-grade schools (from first grade through high school) in the municipality of Brasil Novo, in the Altamira microregion of Pará, Brazil. Action planning was underway at two schools, one focused on soil as a theme and the other on recycling and the creation of vegetable and school gardens, with farmers holding ecological plant knowledge interviewed as part of the process.

Kyle Richardville · Purdue e-Pubs (Purdue University System) · United States

With Purdue University's campus and much of its surrounding area classified by the USDA as a food desert, this study surveyed graduate students using a voluntary 33-question online Qualtrics survey distributed campus-wide, to identify barriers to purchasing and consuming fresh produce and to participating in local urban agriculture, and to assess how the COVID-19 pandemic affected food access and motivation for healthy eating and community garden engagement. Results show many Purdue graduate students face both individual and structural barriers to accessing fresh fruits and vegetables, with international students particularly vulnerable to structural barriers; lack of access to a personal vehicle was the primary predictor of vulnerability, especially during the pandemic. Students expressed interest in participating in local urban agriculture initiatives but most were unaware such initiatives existed. A second objective of the study tested whether leaf mold compost could improve degraded urban soils.

Elizabeth G. Calamidas, Tara L. Crowell, Laura Engelmann, Heather Watkins-Jones · Health Education Journal · United States

A content analysis of post-grant follow-up reports examined 73 schools in southern New Jersey, USA (Atlantic, Cape May and Ocean Counties) that received edible-school-garden startup funding from AtlantiCare Health System over three academic years, 2014 to 2017. Analyzing responses to 12 open-ended questions, the study documented community partnerships, garden maintenance and harvest outcomes alongside effects on curriculum and policy, changes in participants' knowledge, attitudes and behavior, and areas needing improvement, finding that schools were appreciative of the opportunity and planned to continue their gardens.

Bareng Antolin · Digital Scholarship - UNLV (University of Nevada Reno) · United States

A survey distributed via Farm to School state lead contacts to school garden networks nationwide in the United States collected data on high school-level garden programs, an area with limited prior research compared to elementary and middle school garden studies; 42 respondents completed the survey and were included in the final analysis. Many respondents reported perceiving positive benefits from having a high school garden program, and the study documents current practices, barriers, and implementation and sustainability strategies reported by these programs.

Brian Raison · Journal of Agriculture Food Systems and Community Development · United States

This is a review of "A Garden Experience: Growing Organic," a film about an organic community garden project in Colorado, United States, that centers on a participating gardener's statement, "It's not about the vegetables. It's about community," and is framed as potential inspiration for local food groups, garden clubs or food-and-community events.

Matthew Potteiger · Journal of Agriculture Food Systems and Community Development · United States

A review of The Community Food Forest Handbook by Catherine Bukowski and John Munsell of Virginia Tech, a systematic analysis of 30 community food forest projects — landscapes producing food modeled on forest ecosystem form and function. The review reports that only one of the 30 projects has existed for more than 10 years, and situates the food forest movement, like earlier urban agriculture and CSA efforts, as a grassroots phenomenon that has spread across the country with little coordination among individual projects.

Juily Phun, Elise Dang · AAPI Nexus Journal: Policy, Practice, and Community · United States (San Gabriel Valley)

This article focuses on a service-learning program at Cal State LA (Food Justice, the Body, and the Environment in the API Community) that partners with schools across the San Gabriel Valley to build culturally relevant produce gardens for students in a region with a large low-income Asian American population. The essay centers on the partnership process, noting that a lack of procedural transparency within university structures is one of the greatest barriers to community–university partnerships.

Wooley, Megan Katherine · Carolina Digital Repository (University of North Carolina at Chapel Hill) · United States

This study interviewed four community gardens in low-income neighborhoods across the United States about their programs and outreach activities. It also conducted an in-depth review of existing literature on community gardens and their benefits. The research noted that some difficulties exist with creating community gardens.

Talia Talita Sehn, Cassiano Peixoto Rosa, Andersson Daniel Steffler, Daiane Karina Grellmann, Divanilde Guerra · · Brazil (Tres Passos)

The objective was to identify cultivated species and their management, and to disseminate agroecological practices in domestic gardens and orchards in the urban perimeter of Tres Passos-RS, Brazil. Over two years, 177 residences were visited in the first year, with 165 (95%) having orchards and 147 (87%) having vegetable gardens. In the second year, 12 residences were visited, all (100%) cultivating vegetables and 10 (75%) having fruit trees.

Sarah E. Cramer, Anna Ball · Journal of Agricultural Education · United States

This qualitative case study in the United States examined a school garden program transitioning from non-profit to public school district control, conceptualizing this as a shift from a non-formal to a formal education paradigm. The research explored tensions between constructivist, non-formal educational philosophies and standardized, formal education within school garden settings. The findings indicate challenges in integrating non-formal learning into formal public education structures, arguing for broader legitimation of garden-based learning in curriculum.

Rachel Feuerstein-Simon, Roxanne Dupuis, Ryan Schumacher, Carolyn C. Cannuscio · American Journal of Health Promotion · United States

This randomized trial (n=60) at a large urban worksite investigated a subsidized workplace Community Supported Agriculture (CSA) program with cooking education to increase home-cooked meals. Intervention participants received 8 biweekly fresh food deliveries. Results showed increased home-cooked meals, 3.8 times higher odds of twice-daily fruit consumption, and 6.2 times higher odds of twice-daily vegetable consumption compared to controls. Intervention participants also experienced an 89% reduction in food insecurity.

Luiza Oliveira Kossatz, Luciana Adelmann · Anais do EVINCI - UniBrasil · Brazil (Paraná)

This work aims to disseminate the concept of urban agriculture by raising awareness of environmental education's benefits for human development. It proposes adopting gardens made from recycled/reusable materials and utilizing endemic Paraná plant species, known as Non-Conventional Food Plants (PANC), that can be cultivated in vertical gardens and serve as food. The research intends to highlight the need to preserve local biodiversity and reduce urban pollution.