School-based nutrition and garden programs and parental dietary changes in low-income settings: a review

Kirkland, Laurie; Apatu, Emma; Mease, Anna; Largo-Wight, Erin

doi:10.1080/14635240.2018.1512881

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…This can occur through both meso-level proximal effects, such as having a greater presence of family at schools and increased parental involvement, and family-level proximal effects, such as increased parental knowledge in nutrition, leading to improved dietary behaviors for the family [ 14 , 17 ]. In low-income settings particularly, direct participation may be necessary to encourage parental engagement and foster changed dietary behaviors [ 24 ]. Opportunities for parents/guardians to volunteer in the kitchen and/or school garden, promoting sharing of meals with students and staff, and distributing take-home kitchen-based and/or garden-based activities, may help in enhancing food security.…”

Section: Discussionmentioning

confidence: 99%

“…The positive effects on children’s health and wellbeing are generally context specific, contingent on a combination of underlying mechanisms working mutually [ 23 ]. School gardening programs offer opportunities to improve food literacy in children and involve parents or guardians in the process, which can lead to improved food literacy in families and the ability to influence long-term dietary behaviors [ 24 ]. This provides prospect for enhanced food security, extending into the family and wider community [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Holloway,

Jayasinghe,

Dalton

et al. 2023

IJERPH

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A qualitative case study approach with in-depth, semi-structured interviews of key school staff, and student feedback was used to assess a school kitchen and garden program in the regional area of North-West Tasmania, Australia. A detailed program description was produced to conduct a realist evaluation with a Context-Mechanism-Outcome configuration, followed by a program theory evaluation through the construction of a retrospective program logic model. Dedicated kitchen and garden spaces, knowledgeable teachers committed to the program, provision of sufficient materials and consumables, and support from the school and community were found to be the basic requirements to establish a program. Additionally, it is essential to integrate both the kitchen and garden teaching components into the school curriculum. The positive outcomes (e.g., engagement, participation, knowledge, skills, behavioral change) of the program were dependent on the underlying factors, including dedicated support of school leadership, teaching staff, and the parent body for effective student engagement in the teaching spaces and for wider engagement from families and the community. The students’ feedback provided supporting evidence of increased food literacy with improvements in their understanding, abilities, and attitudes towards gardening, producing healthy food, and preparing food. This may further lead to enhanced food security for students’ families and the broader community.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Holloway,

Jayasinghe,

Dalton

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…and real-life activities proved both to be useful [39,47] to promote an authentic science learning experience and, in turn, to prepare students for real-life decisions and life-long learning, which constitute the main objectives of science education [42,56]. It also reinforced how gardens constitute valuable didactic resources for both food and sustainability education [18][19][20][21][22][23][24][25][26][27][28][29][30] and provided a case study in the novel path to Education in Sustainably Healthy Food. This paper brings to the table that these types of innovative educational experiences are not only necessary but can successfully contribute to the formation of a sustainable citizenship.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding food education, garden-based learning programs, particularly when combined with others, such as cooking programs, have been proven to promote knowledge on nutrition, and to improve dietary intake of fruits and vegetables in children and youth [21][22][23][24], thus contributing to address some challenging problems of public health, such as overweight and obesity [25,26]. Besides, the positive impacts of school gardening have also been observed to reach families and communities [27], particularly in low-income settings [28]; in fact, gardens are useful for ensuring food safety by providing access to healthy food [29,30]. Throughout the last years, OLGs have also been proliferating in higher education institutions around the world, where they contribute to campus sustainability and sustainability education [31][32][33].…”

Section: Introductionmentioning

confidence: 99%

Introducing Food Sustainability in Formal Education: A Teaching-Learning Sequence Contextualized in the Garden for Secondary School Students

et al. 2022

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The purpose of this paper is to assess the impact of a garden-based teaching unit about “Food and Nutrition” on students’ knowledge and habits of sustainable healthy diets, and to compare it with that of a more traditional unit from a textbook. This communication is framed in a research project (EDUCYL2020-01 “Sembrando interés, cosechando competencia”, financed by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado (ORDEN EDU/262/2020, de 9 de marzo, por la que se convoca la selección de proyectos de investigación educativa a desarrollar por equipos de profesores y equipos de inspectores que presten servicios educativos de la Comunidad de Castilla y León durante los cursos 2020/2122)) whose aim is to improve science education by approaching scientific topics of the official curriculum from a context-based strategy. The authors first designed a teaching-learning sequence, using an organic learning garden as a context, including real-life activities to promote reflection and debate among students. Such a sequence was implemented in a group of 40 students at the third course of Spanish compulsory secondary education, whose results were compared with those of a group of 15 students who followed the textbook. The impact was assessed by posing four open questions to students from the two groups, both at the beginning and the end of the instruction, whose answers were analyzed quantitatively and qualitatively. Results show that implementing the sequence constituted an educational improvement with respect to traditional teaching, since students’ answers on the topic were overall more comprehensive and evidenced better preparation for making real-life decisions. Students from the experimental group became more aware of the environmental impacts of human nutrition, and of sustainable healthy diets. It was also indicated that the health and nutrition-centered approach that still predominates in education needs to be overcome, and a sustainable approach needs to be taken. This is a novel study that leads a new line of research devoted to addressing education about sustainable food, which arises from the demands of raising awareness among citizens toward changing diets within the transition toward sustainable food systems.

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“…These findings indicate that the Gardeneers ' (n.d.) program has the potential to not only impact the participants, but also parents and families in the surrounding community. The impact that school gardens have on parental dietary habits, however, has not been fully researched (Kirkland et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

School Gardens’ Impact on Students’ Health Outcomes in Low-Income Midwest Schools

Schultz

Rosen

2022

The Journal of School Nursing

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Childhood obesity in Chicago, particularly in underrepresented communities of color, exceeds that of national rates. Access to healthy foods in these communities is also often limited. A garden-based education program was implemented in Chicago’s South and West Side elementary, middle and high schools. Findings from this work augment the literature and illustrate that implementing gardens in elementary, middle, and high schools has a positive impact on availability, access, and consumption of fresh fruits and vegetables, as well as students’ social emotional well-being. School nurses are in prime positions to advocate for students’ health and well-being by collaborating with community programs, and championing policy development. Rigorous studies are needed to better understand the long-term health and social benefits of having school gardens on the prevention of obesity, positive mental health outcomes, and economic benefits, while controlling for socio-economic status.

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School-based nutrition and garden programs and parental dietary changes in low-income settings: a review

Cited by 4 publications

References 22 publications

Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Introducing Food Sustainability in Formal Education: A Teaching-Learning Sequence Contextualized in the Garden for Secondary School Students

School Gardens’ Impact on Students’ Health Outcomes in Low-Income Midwest Schools

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