Increasing Prevalence of <scp>US</scp> Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students

Turner, Lindsey; Eliason, Meghan; Sandoval, Anna; Chaloupka, Frank J.

doi:10.1111/josh.12460

Cited by 27 publications

(36 citation statements)

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“…It can broadly be defined as relocating standard curriculum teaching to places outside the buildings and walls of the schools for a single or a few days per week as a supplement to indoor classroom teaching . Places used in EOtC include forests, school gardens, and museums . EOtC creates variation in school days and typically aims to promote learning, positive social relations, motivation for school, and psychosocial well‐being .…”

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confidence: 99%

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Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

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Niclasen

Bentsen

et al. 2019

Journal of School Health

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BACKGROUND Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well‐being. However, research on the association between EOtC and well‐being is limited. METHODS This quasi‐experimental trial involved pupils (9–13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2–7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well‐being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. RESULTS Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity‐inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. CONCLUSIONS Regular exposure to EOtC was found to promote social well‐being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

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confidence: 99%

“…2 Places used in EOtC include forests, school gardens, and museums. [3][4][5] teaching, 9,10 EOtC is distinguished by not involving explicit health education.…”

mentioning

confidence: 99%

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Bølling

Niclasen

Bentsen

et al. 2019

Journal of School Health

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“…In addition, we control for school location using a dummy variable for rural area. Previous research indicates these control variables as important determinants of local school food expenditures …”

Section: Methodsmentioning

confidence: 99%

“…Previous research indicates these control variables as important determinants of local school food expenditures. [25][26][27]…”

Section: Outcome Variables: Foodservice Sales and Earningsmentioning

confidence: 99%

The Impact of Local Food Expenditure on School Foodservice Revenues

Motta

2019

Journal of School Health

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BACKGROUND Locally grown foods, through farm‐to‐school (FTS) activities, may be a key component to balancing foodservice budgets and alleviating financial constraints in school districts. Therefore, the purpose of this study is to examine the impact of local food expenditures on school foodservice revenues and earnings. We anticipated a positive impact of local food expenditures on foodservice revenues and earnings. METHODS Ordinary Least Squares (OLS) regression analysis was conducted using data from the 2013 US Department of Agriculture Farm to School Census. The questionnaire primarily asked all US public school districts about their FTS operations during 2011‐2012 school year. RESULTS Although our results initially showed a negative impact of local milk and nonmilk expenditures on foodservice revenues from food sales, when combined with revenues from the federal government, the impact is positive. The positive effect seems to hold when adding foodservice revenues from both food sales and federal funds. Our study found a similar pattern for foodservice earnings. CONCLUSIONS This may indicate that competitive foods are still widely preferred in school districts. Revenue from the federal government is critical to maintain FTS activities viable to students and community members although federal funds and food sales may not cover total foodservice expenditures.

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“…The instrument for this study was derived from a thorough literature review (see Appendix A) relating to school garden programming and the recommendations for future research (Desmond, Grishop, & Subramaniam, 2002;Ozer, 2007;Ohly et al, 2016;Turner et al, 2016). A draft of three questions derived from the literature review was reviewed by a group of researchers, including three teacher educators, one environmental psychologist, and one science educator, to ensure construct validity.…”

Section: Instrumentationmentioning

confidence: 99%

Gaining Consensus on Implementation, Sustainability, and Benefits of School Garden Programming in Washington, D.C.

Kipfer¹

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Background/Purpose: Transforming school grounds into learning landscapes has gained unprecedented interest over the last 20 years and is primarily driven by the potential impact on the individual student, the family and school environments, and their surrounding communities. After passing landmark legislation and other health-focused initiatives (Healthy Schools Act, 2010), Washington, DC schools have experienced growing success with garden programming. DC's adoption of this act established a formal school garden program where currently 130 out of 233 (56%) schools have implemented a variety of programming. As the interest in school gardening grows, it is necessary to evaluate programs such as those in Washington, DC and examine the perceived critical factors and compare the results to the current literature. The purpose of this study was to examine the components of successful school garden start-up, key recommendations for program sustainability, and perceived benefits and impact of garden programming in Washington, DC. Methods: A total of 30 participants comprised of classroom teachers and school administrators, community partners, non-profit organization directors and staff, and garden coordinators participated in a 3-round Delphi Method followed by three minifocus groups and one interview were employed to explore school garden expert opinions regarding successful start-up, sustainability, and perceived benefits of school garden programming. Results: The results of this study indicate that there are particular factors that increase the chances of successful start-up and sustainability of school garden programs. The Delphi results supported by the focus groups indicated four inherent and interconnected themes for the success and sustainability of a school garden program including (a) resources, including funding, materials, and curriculum; (b) buy-in from all stakeholders; (c) education, including tying the garden to the school goals as well as providing training for teachers; and (d) support, specifically from a garden coordinator. The results indicated in both the Delphi and focus groups that there are three inherent interconnected themes regarding the potential benefits of a school garden program including (a) education/cooperative learning, (b) student self-worth, motivation, and community engagement, and (c) health and wellness. Conclusions: There is no universal model of school garden programming that can be applied to every community, but each community must design a plan that addresses the needs of their learners and educators. Although this study will not produce a recipe or blueprint for creating a certain type of school garden program, the hope is that the results of this study will energize and motivate practitioners and policymakers to make these programs a priority. The practices, ideas, and strategies being used in Washington, DC can also make a significant contribution to school garden programming, especially in low socioeconomic communities. Future research should include further investigation...

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Increasing Prevalence of US Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students

Cited by 27 publications

References 22 publications

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

The Impact of Local Food Expenditure on School Foodservice Revenues

Gaining Consensus on Implementation, Sustainability, and Benefits of School Garden Programming in Washington, D.C.

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