Research & reports

Kandace Kohr · · United States

Thomas Riordan, an environmental studies major from Dickinson, worked as a community garden manager at Somerset Development. In this role, he educated and encouraged the community regarding healthy living.

Wiesława Gadomska · space&FORM · United States (New York City)

This article describes contemporary phenomena related to the introduction of new forms of urban horticulture in New York City. The observed phenomenon is multidimensional, where agrarian activity interacts with environmental, educational, social, and artistic issues within the city's landscape.

Martha Assefa, Pat Barnosky, Michelle Beaulieu, Amy Borg, Casey Burns, Marguerite Cawley, Jennifer De Jordy, Daina Cheyenne Harvey, Kelsey A. Hopkins, Sue Hunt, Joanne Jaber Gauvin, Isabelle Jenkins, Eliza Lawrence, Anna Marinescu, Mackenzie May, Gina Plata-Nino, Grace Sliwoski, Adam Saltsman · The Journal of the American Medical Association (JAMA) Network (American Medical Association) · United States (Worcester)

In Worcester, Massachusetts, a broad community coalition formed to brainstorm novel implementation models to improve the use and sustainability of school gardens in a city with high poverty and food insecurity rates. The group decided to foster new collaborations among higher education, K-12 schools, and community organizations. The resulting AGES conference provided information on school garden partnership models, curriculum integration, research evidence, community building strategies, and garden planning and maintenance.

Rafaella Rodrigues Santos, Ana Clara Monte Teixeira, Andreza Cristina Stuchi, Alexandre Junio Borges Araujo, Daniela Araújo Vilela, Débora Brumatti Coutinho Messias, Felipe Ferreira Naves, Julia Hass, Lara Nascimento Zanato, Lara Parreira de Souza, Letícia Clemente Olmos Hernandes, Lorraine Mendes Barrada, Mayara Yukiko Yamada, Rafael Galisa de Oliveira, Tamires Do Carmo Dias, Yasmin de Araújo Ribeiro, Neusa Elisa Carignato Sposito, Carla Patrícia Bejo Wolkers · Revista Educação Artes e Inclusão · Brazil

This experience report details a project by PET BIO PONTAL and volunteer students from the Federal University of Uberlândia, Pontal Campus, involving 7th-grade students with special educational needs from a public special education school in Ituiutaba-MG, Brazil. The project aimed to teach about biodiversity in vegetable gardens through playful and inclusive methods, including sensory activities, garden implementation, and university visits. The project was well-received by the target audience and school management.

Leonardo Lopes Rufino, Guillermo Gamarra-Rojas, Mary Anne Medeiros Bandeira, José Pedro de Camargo Rodrigues de Souza, José Newton Pires Reis · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil (Fortaleza)

A multi-case study characterized Living Pharmacies (LPs) in Fortaleza, Ceará, Brazil. LPs are dedicated to the production, consumption, and distribution of medicinal plants, with 30% also meeting the SUS phytotherapics demand. Medicinal gardens function as urban agriculture and spaces for learning, demonstrating their multifunctionality. The study suggests paying attention to integrated cultivation and the need for systemic extension services in production, management, and processing.

Hernández Romero, Jude Claudia · · United States (California)

This ethnographic dissertation, conducted at Proyecto Jardín community garden in Boyle Heights, California, documents the development of a medicinal garden, its design, and herbal remedy workshops. Based on observations and gardener conversations, it argues that Latinxs at Proyecto Jardín choose herbal modalities for self-reliance and to revive traditional medicine, not solely as alternatives to an inaccessible medical system. The study, though limited to a few participants, highlights the complex interplay of culture, socioeconomic factors, and identity politics in traditional medicine choices, and the garden's function as an informal health education space.

Erin M. Casey, Cynthia F. DiCarlo, Kerry Sheldon · The Journal of Social Studies Research · United States

This exploratory study investigated whether 11 three- and four-year-old children in the United States could engage in social studies practices through inquiry learning in a school garden over nine months. Data from child interviews, teacher observations, and lesson plans were analyzed to correlate garden inquiries with NCSS preK-12 learning themes. Three prevalent themes emerged: Civic Ideals and Practices, People, Places, and Environments, and Time, Continuity, and Change, suggesting that school garden inquiry learning can foster democratic competencies.

M. A. McKenna, Jessica Wall, Suchitra Roy · · Canada

This chapter summarizes the status of plant-based food initiatives in Canadian schools. While considerable progress has been made in establishing school gardens, youth leadership programs, and food sustainability education, researchers note that more work is needed to reach all students, offer programs addressing all aspects of food literacy, and achieve system change.

Altemailson Silva, Lucielison Cadete, Eduardo Silva, Thiago Vinícius Costa Nascimento · Fórum de Integração Ensino, Pesquisa, Extensão e Inovação Tecnológica do IFRR - e-ISSN 2447-1208 · Brazil

A community garden project was implemented in Vila Vista Alegre, Brazil, aiming to improve food quality and promote social well-being, while also providing residents with new knowledge and techniques in vegetable cultivation. Guided by a student scholar and fostering experience exchange among participants, the project faced setbacks due to heavy winter rains but adapted its methodology. Group activities contributed to good social interaction and improved cultivation techniques. The harvested vegetables were distributed to 30 families, totaling 104 people, meeting their needs.

Amy Z. Zeng, Emily Peer-Groves, Janela Sanqui, Linda Ling · cIRcle (University of British Columbia) · Canada

This report analyzes collaboration among UBC campus community gardens, noting fragmented communication, high volunteer turnover, and gaps in information and equipment sharing. Using Community-Based Action Research, including surveys and interviews, the study found that a designed harvest tool was poorly received and required revisions. Gardeners appreciated opportunities for communication and collaboration.

Fiona M. Asigbee, Annie K. Markowitz, Matthew J. Landry, Sarvenaz Vandyousefi, Reem Ghaddar, Nalini Ranjit, Judith L. Warren, Jaimie N. Davis, Alexandra van den Berg · Current Developments in Nutrition · United States (Texas)

This study analyzed baseline data from 1325 3rd-grade students and their parents in 28 low-income Texas schools to assess the relationship between child cooking involvement (CCI), parental support, vegetable preference (VP), and fruit/vegetable intake. Children who never cooked with their families preferred fewer vegetables (7.0 vs. 8.7/9.4), consumed less vegetables (1.9 vs. 2.6/3.5 servings/day), and ate less fruit (1.2 vs. 1.5/2.09 servings/day) compared to those who sometimes or always cooked. The findings suggest a positive association between cooking involvement and dietary intake.

Judy Gleeson · Journal of Childhood Studies · Canada

The "Planting Seeds" intergenerational community gardening initiative in western Canada has involved children aged 3–6 years from a university campus childcare centre since 2015. This project has fostered intergenerational relationships, increased children's understanding of food origins, and enhanced their knowledge of planting, nurturing, growing, and consuming plants.

Ashanté M. Reese · University of North Carolina Press eBooks · United States

This chapter examines self-reliance as a framework for contemporary efforts to increase food access, featuring a community garden at a public housing community in the United States. It focuses on the methods gardeners used to build community, maintain the garden to meet food needs, and develop youth programs. The chapter also explores how this garden operated within a broader context of precarity, specifically addressing how gardening persisted despite displacement.

Lais Abreu Tedde, Geovana Rodrigues de Lima, Giovana Velloso Galante · Revista Em Extensão · Brazil (Uberlândia)

In Uberlândia, Brazil, the "DIST – Shopping Park" project established a community garden workshop aimed at providing income and social reintegration opportunities for at-risk individuals. A key activity was the installation of a mandala garden at the Maria Euvira Sabbag Municipal School. Through the garden's establishment and subsequent production, educational activities were conducted to connect early childhood education students with organic food production, enhancing their knowledge of farming and garden management.

Sarah Becker · Digital Commons - Ursinus (Ursinus College) · United States

This project developed an interpretive signage protocol for the Ursinus Food Forest at the Whittaker Environmental Research Station (WERS), a two-acre agricultural field. The protocol includes a conceptual framework for the food forest, an inventory of signage topics and their placement, and design parameters for textual and visual clarity. Finished signage models accompany the protocol to illustrate these goals.

Maria Lúcia da Silva Sodré, Ubirani Oliveira Santos, Altemar S. Dias · Revista GeoNordeste · Brazil

This study demonstrated the experience of vegetable production and consumption at an elderly home in Cruz das Almas, BA, Brazil. Field research, including semi-structured interviews, was conducted after the vegetable garden was built. The main results indicated that the produced food provided access to agrochemical-free consumption, ensuring food and nutritional security. It also portrayed the inmates' life histories, family memories, and recollections of past agricultural activities, leveraging their cultural background in the urban territory.

Cristiane Socorro Okamura de Farias, Edinelza Macedo Ribeiro · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil

This study investigated the possibilities of working with literacy practices through a "School Garden Project" for 5th-year elementary students in a public school in Parintins, Am. A qualitative field study was conducted using participant observation and semi-structured interviews with the project monitor, one Portuguese language teacher, and four students from the observed class. The investigative path demonstrated that despite the challenges the institution still faces in developing possibilities for working with literacy in the "School Garden Project," this is an expectation that can become a reality if the school is willing to invest seriously in this proposal.

Kathryn Markham-Petro · Scholarship@Western (Western University) · Canada

This qualitative study explored the social and emotional practices of primary grade students (kindergarten through grade five) in urban elementary schools in Southwestern Ontario, Canada, through gardening experiences. Data was collected from 14 educators across six schools. Findings indicated that gardening experiences benefited most students, especially those with diverse needs, and increased social and emotional skills related to collaboration and conflict resolution.

Tracey Overbey · Public Library Quarterly · United States (Cleveland, Ohio)

The Cleveland Public Library addressed food security issues in Cleveland, Ohio, by collaborating with local organizations like The Ohio State University Extension and the Cuyahoga County Land Bank. This paper describes how public libraries are changing their services in disadvantaged communities and provides a step-by-step approach to starting a community garden at a local public library or community property.

Isabela Cicaroni Ottoni, Bruno Miguel Paz Mendes de Oliveira, Daniel Henrique Bandoni · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil

This cross-sectional observational study, using 2010 data from 749 Brazilian municipalities, evaluated Food and Nutrition Education (FNE) actions within the National School Feeding Program (NSFP). Binary logistic regression showed that the presence of FNE in school curricula was the most significant predictor of running school gardens (OR=2.406), followed by using food from family farms (OR=2.049) and culinary workshops (OR=2.032). The study concluded that FNE in the school curriculum is positively associated with growing vegetable gardens.

Caroline Rains, Kristen Giombi, Anupama Joshi · Translational Behavioral Medicine · United States (Oregon)

Oregon's Farm to School Education Grant Program aimed to increase knowledge of and preference for fruits and vegetables among children in low-income school districts. The study analyzed Oregon Department of Education Farm to School Baseline and Progress Reports from school year 2015-2016 and conducted interviews with education grantees. Education grants reached over 20,000 students in 30 districts, including 25 low-income districts. Reported activities included nutrition and food-based lessons, school gardens, and farm field trips, leading to students eating fruits and vegetables, trying new foods because of gardens, and learning about growing produce.

Ashley Pritchard · Maryland Shared Open Access Repository (USMAI Consortium) · United States

Eden Gardens Farm, a 120-acre farm of the nonprofit Glodev in Jacksonville, Florida, uses aquaponics and other sustainable agriculture to produce food for its community. Currently featuring two greenhouses, a garden, and an orchard, future plans include seven more greenhouses, a community garden, and a farmers market. This study aims to develop an educational curriculum assessing Eden Gardens' mission and priorities, focusing on environmental and outdoor education with aquaponics, to connect Jacksonville's youth with skills in science, sustainability, food production, and social values.

Valéria . Calipo, Tassiane Boreli Pinato, Sartori Aparecida Marcia, Zambone Maria Sabatine Alessandra, Santi Eduardo Santi Carlos · · Brazil (Diadema)

This work proposes the "Community Garden: New Paths and Knowledge" project, aiming to involve university students in paid internships and volunteer work at the Diadema Municipal Government and Methodist University of São Paulo. The project seeks to contribute to the socioeconomic development of the region and reduce vulnerable communities. Students from various courses will visit community gardens weekly, with some also participating in daily paid internships.

Helen Mary Rose, Charles R. Upshaw, Joshua D. Rhodes, Yuval Edrey, Michael E. Webber · · United States (Austin)

This project describes the development of the Solar, Water, Energy, and Thermal Laboratory (SWEAT Lab), a rooftop experimental space at the University of Texas at Austin built by Cockrell School of Engineering students. The SWEAT Lab is an ongoing experiential learning facility that enables engineering education by deploying energy and water-related projects, and it contains a full weather station, a rainwater harvesting system, and a rooftop garden. The project provided students with opportunities to learn firsthand about unique engineering challenges, such as weight limitations and wind resistance, and gain experience working with building facilities management.

Cristiane e Castro Feitosa Melo · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Brazil (Fortaleza)

This qualitative ethnographic case study in a public school in Fortaleza, Brazil, analyzed the contribution of producing and using natural insecticide in a school garden to geography learning for 8th-9th graders. The experiment focused on fighting leafy ants (Saúvas) and linked environmentalism, geography, and societal comparisons. The study concluded that this educational experiment enhanced training and human actions related to geography and environmental education.