Review identifies the contexts and mechanisms of successful school gardening programs that improve health and well-being outcomes for school-aged childrenAs childhood obesity rates continue to increase, school gardens are an effective public health intervention that improves access to healthy, nutritious food and encourages healthier eating habits. Previous literature reviews and meta-analyses confirm that school gardens can increase children’s fruit and vegetable consumption and improve nutritional knowledge. This study examined and synthesized the existing literature to clarify how school gardening interventions support positive physical health and well-being outcomes for children. In particular, the study aimed to identify the mechanisms through which successful school garden interventions positively impact children’s health.
The researchers utilized a realist synthesis approach to systematically examine the existing literature through a three-stage process. In the first stage, a search of academic databases was conducted using the term “school garden.” Only peer-reviewed systematic and meta-analysis reviews published in English between 2012–2021 were considered for inclusion. Six reviews were identified and utilized in phase 2. In the second stage, the full text of each of the six reviews was screened to locate primary studies that reported positive health and well-being results. Sixty-five primary studies were identified in this stage, which included quantitative, qualitative, and mixed-methods research designs that identified positive benefits of school gardening. The third stage centered on reviewing each primary study to identify specific school gardening interventions. Twenty-four school gardening interventions were identified and examined. Analysis focused on assessing the context and mechanism of each individual school gardening intervention that resulted in positive health and well-being outcomes for school-aged children using a Context–Mechanism–Outcome configuration process. The far majority of school gardening interventions examined by this study were based in high-income countries, including the U.S., Australia, and the UK. Several interventions were also conducted in India, Kenya, Bhutan, and Nepal.
Findings revealed that school gardening interventions were mainly conducted at primary schools with children in grades two through six. The interventions were largely designed to improve children’s knowledge, attitudes, and/or behaviors toward healthy diet and nutrition and frequently aimed to increase fruit and vegetable consumption and address obesity concerns. A number of mechanisms that were linked to improved health and well-being outcomes were identified. These findings highlight the benefits of: 1) Integrating nutrition-based and garden-based education into the curriculum, especially to improve attitudes and behaviors around fruit and vegetable consumption; 2) Experiential or “hands-on” learning experiences that allow children to experience growing, preparing, and consuming produce from school gardens; 3) Encouraging family participation through opportunities for parents/guardians to volunteer in the garden as well as activities that support intergenerational learning; 4) Engaging teachers and school administrators, supporting their interaction with students, and providing teacher training; and 5) Ensuring the cultural relevance of the interventions and providing opportunities for intercultural learning. Many interventions implemented “multi-pronged approaches” that used a combination of components, such as “nutrition-based education, family involvement, development of community partnerships, support from the agricultural sector, and school wellness committees” to foster children’s health and well-being. Health outcomes reported by the studies focused on increased consumption of fruit and vegetables, improved intake of dietary fiber and vitamins A and C, and healthier BMIs. Outcomes related to children’s well-being included strengthened social skills and confidence, improved social connections, and a greater sense of belonging in the school. Family benefits were also reported, including healthier eating habits, an increased sense of family connection, and improved relationships with their child’s school.
Overall, the review provides a greater understanding of the contexts and mechanisms of successful school gardening programs that advance children’s health and well-being. Importantly, the review reveals that “a combination of mechanisms operates in tandem under different contexts for the success of the school gardening interventions to yield positive outcomes.” Findings may serve as a guide for the development of school garden programs. The review also supports the potential of school gardening interventions as an effective response to pressing public health concerns, such as food insecurity and childhood obesity.
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