Evaluation of a Comprehensive Farm-to-School Program: Parent and Teacher Perspectives

Barnard, Marie; Mann, Georgianna; Green, Eleanor; Tkachuck, Emma; Knight, K.

doi:10.1080/19320248.2020.1731728

Cited by 2 publications

(6 citation statements)

References 30 publications

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“…Six out of 10 studies demonstrated SGBP without parental involvement, with a shorter intervention duration ranging from 12 weeks to 28 weeks and a smaller sample size ranging from 77 to 320 participants, resulting in a more favourable outcome on children’s vegetable intake, especially among the younger children from pre-schools and primary schools [ 22 , 32 , 37 , 47 , 57 , 59 ]. Contrarily, most of the SGBP with parental involvement did not show significant improvement in children’s vegetable intake ( n = 11/16) [ 26 , 31 , 35 , 38 , 40 , 44 , 45 , 52 , 54 – 56 ]. However, this may be due to the longer intervention duration ranging from 1 year to 4 years, larger sample size ranging from 89 to 4300 participants or intervening at an older age (e.g., secondary school-aged children).…”

Section: Resultsmentioning

confidence: 99%

Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

2022

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Background Previous evidence suggests that school garden-based programmes (SGBP) may be a promising yet cost-effective intervention to improve children’s knowledge, attitudes and practices (KAP) on healthy eating. This review aimed to summarise and evaluate the evidence available on the impacts of SGBP in addressing diet and nutrition-related KAP among school-aged children. Methods Five databases including PubMed, Embase, Cochrane, Web of Science and Scopus were searched until February 2021. Randomised, non-randomised controlled and pre-post intervention studies investigating the impacts of SGBP on at least one of the outcomes of interest including diet and nutrition-related knowledge, attitudes towards fruits and vegetables (F&V), food diversity and dietary practice among school-aged children were included. Study selection and data extraction were performed by one reviewer and checked for accuracy by the other two reviewers in accordance with PRISMA guideline. Quality appraisal for studies included was assessed using American Dietetic Association Quality Criteria Checklist. Results A total of 10,836 records were identified, and 35 studies that met the inclusion and exclusion criteria were included. This includes 25,726 students from 341 schools and 8 nurseries from 12 countries. Intervention duration ranged from 6 weeks to 4 years with 18 studies involving a varied degree of parental participation. SGBP, which majorly includes school gardening activities, cooking lessons and nutrition education, demonstrated beneficial effects on children’s nutritional knowledge, their attitudes and acceptability towards fruits and vegetables and children’s dietary practices including the actual F&V consumption and dietary diversity. However, the impacts of SGBP on such outcomes were highly influenced by various social and environmental factors including the activities/components and duration of the intervention, parental involvement, sample size, and the age of children when interventions were first introduced. Conclusion These findings suggest that SGBP may be effective in promoting children’s nutritional knowledge, attitudes and acceptability towards vegetables, however, the impacts may vary by the type, the extent, and the length of the programmes, and other factors such as parent involvement. Future SGBP is suggested to implement using a combined multidisciplinary approach targeting the children, parents, and community to effectively promote healthy eating among the children and prevent childhood obesity.

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Section: Resultsmentioning

confidence: 99%

Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

2022

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“…Additionally, the nature of the kitchen gardening programme, where children are encouraged to freely taste and share self-prepared meals with each other during kitchen class with no pressure to eat, has created a favourable social environment for children to try unfamiliar food and potentially reduce their food neophobic rate. It is worth noticing that a study conducted by Morgan et al, 2010 reported an increase in willingness and preference towards vegetables not only on the vegetables grown in the school garden, but also those in general, suggesting the intervention was successful in exerting in uence beyond scope of the school garden, and even extended to those children did not directly expose to [29].…”

Section: Discussionmentioning

confidence: 99%

“…The duration of the intervention ranged from 12 weeks to 4 years. Most of the studies (n = 7/12) reported statistically signi cant improvement in their willingness to consume vegetables at the post-intervention level [3,22,25,27,29,31,32]. Only a small number of studies (n = 5/12) reported no signi cant postintervention change [2,19,23,33,34].…”

Section: Attitudes and Behaviours Towards Fruits And Vegetablesmentioning

confidence: 99%

“…Despite the evidence has demonstrated the vital role of parents towards intervention success, the insigni cant nding could be speculated by the low degree of parental involvement activities with low parents' participation rate in intervention. 2019) only included regular parent newsletter distribution as their main parents' engagement activities, as newsletter could only serve as an informed purpose, parent-children interactions were hence limited [9,13,16,29]. In addition, parents often have in exible and overwhelming work schedules with multiple responsibilities in charge, resulting in limited time dedicated to each responsibility and hence a low parents' participation in school activities is expected [44].…”

Section: Does Participation Bene T the School-garden Based Programmes?mentioning

confidence: 99%

“…Besides, most of the SGBP did not consider the variation of teacher experience and motivation, which are some of the determinants for programme effectiveness. The use of varying teaching approaches and enthusiasm in curriculum delivery may in uence students' learning outcomes, and potentially determine the success of the intervention [29,38].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

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Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

Gong

Chan

Tan

2022

Preprint

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Background: Previous evidence suggests that school garden-based programmes (SGBP) may be a promising yet cost-effective intervention to improve children’s knowledge, attitudes and practices (KAP) on healthy eating. This review aimed to summarise and evaluate the evidence available on the impacts of SGBP in addressing diet and nutrition-related KAP among school-aged children. Methods: 5 databases including PubMed, Embase, Cochrane, Web of Science and Scopus were searched until February 2021. Randomised, non-randomised controlled and pre-post intervention studies investigating the impacts of SGBP on at least one of the outcomes of interest including diet and nutrition-related knowledge, attitudes towards fruits and vegetables (F&V), food diversity and dietary practice among school-aged children were included. Study selection and data extraction were performed by one reviewer and checked for accuracy by the other two reviewers in accordance with PRISMA guideline. Quality appraisal for studies included was assessed using American Dietetic Association Quality Criteria Checklist. Results: A total of 10,836 records were identified, and 35 studies that met the inclusion and exclusion criteria were included. This includes 25,726 students from 341 schools and 8 nurseries from 12 countries. Intervention duration ranged from 6 weeks to 4 years with 18 studies involving a varied degree of parental participation. SGBP, which majorly includes school gardening activities, cooking lessons and nutrition education, demonstrated beneficial effects on children nutritional knowledge, and their attitudes and acceptability towards vegetables, but not for fruits. However, no strong evidence supports its positive impact on children’s dietary practices including the actual F&V consumption and dietary diversity. No significant impact of parental involvement was found on the measured outcomes which may be partly due to poor parental engagement or low activity intensity during the intervention. Conclusion: These findings suggest that SGBP may be effective in promoting children's nutritional knowledge, attitudes and acceptability towards vegetables, however, the impacts may vary by the type, the extent, and the length of the programmes, and other factors such as parent involvement. Future SGBP is suggested to implement using a combined multidisciplinary approach targeting the children, parents, and community to effectively promote healthy eating among the children and prevent childhood obesity.

show abstract

Evaluation of a Comprehensive Farm-to-School Program: Parent and Teacher Perspectives

Cited by 2 publications

References 30 publications

Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review

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