"Sowing and Growing" Life Skills Through Garden-Based Learning to Reengage Disengaged Youth

Truong, Son; Gray, Tonia; Ward, Kumara

doi:10.36510/learnland.v10i1.738

Cited by 13 publications

(9 citation statements)

References 29 publications

(29 reference statements)

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“…Although this review was not structured to systematically assess this question, the benefits of nature-based learning for disadvantaged students were a striking leitmotif in our reading. Not only can nature-based learning work better for disadvantaged students (McCree et al, 2018; Sivarajah et al, 2018), but it appears to boost interest in uninterested students (Dettweiler et al, 2015; Truong et al, 2016), improve some grades (Camassao and Jagannathan, 2018), and reduce disruptive episodes and dropouts among “at risk” students (Ruiz-Gallardo et al, 2013). Nature-based learning may sometimes even erase race- and income-related gaps (e.g., Taylor et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…While quantitative research on these outcomes is rare, the qualitative work is voluminous, striking, and near-unanimous (for reviews, see Cason and Gillis, 1994; Williams and Dixon, 2013; Becker et al, 2017). Teachers, parents, and students report that wilderness and other nature experiences boost self-confidence, critical thinking, and problem-solving (e.g., Kochanowski and Carr, 2014; Truong et al, 2016) as well as leadership and communication skills such as making important decisions, listening to others, and voicing opinions in a group (e.g., Jostad et al, 2012; Cooley et al, 2014). Students emerge more resilient, with a greater capacity to meet challenges and thrive in adverse situations (Beightol et al, 2012; Cooley et al, 2014; Harun and Salamuddin, 2014; Warber et al, 2015; Richmond et al, 2017).…”

Section: Outcomes For Learning and Developmentmentioning

confidence: 99%

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Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

2019

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Do experiences with nature – from wilderness backpacking to plants in a preschool, to a wetland lesson on frogs—promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and active ingredients. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning – particularly for students not effectively reached by traditional instruction.

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Section: Discussionmentioning

confidence: 99%

Section: Outcomes For Learning and Developmentmentioning

confidence: 99%

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

2019

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“…Further, nature contact has been associated with reductions in attention deficit hyperactivity disorder symptomology in children (Faber Taylor & Kuo, 2011) and enhanced ability to focus on tasks (Ulset, Vitaro, Brendgen, Bekkus, & Borge, 2017). As previously highlighted, studies have shown that nature contact in school settings can reduce behavioral problems (Chawla et al, 2014), increase student engagement (Kuo et al, 2018;Truong et al, 2016), and improve academic outcomes in some at-risk populations (Camasso & Jagannathan, 2018;Ruiz-Gallardo et al, 2013).…”

Section: Physical Accessmentioning

confidence: 92%

“…At the secondary level, older students could form a mentoring partnership with younger students through which mentors could teach mentees how to maintain the garden using sustainable practices. Contact with nature while at school has been shown to improve academic outcomes (Camasso & Jagannathan, 2018), often through increasing student engagement (Kuo et al, 2018;Truong et al, 2016). In particular, school counselors choosing to implement outdoor gardens may find that this approach fits seamlessly with an Science, Technology, Engineering, Arts, Mathematics (STEAM) curricular focus.…”

Section: Academic Developmentmentioning

confidence: 99%

“…For example, access to nature in school has been associated with student emotional well-being, interpersonal cohesiveness, and self-esteem (Dyg & Wistoff, 2018); reductions in behavioral problems and greater resilience (Chawla, Keena, Pevec, & Stanley, 2014); and decreases in sedentary behaviors in students (Rees-Punia, Holloway, Knauft, & Schmidt, 2017; Sharma-Brymer & Bland, 2016). Moreover, nature contact has been shown to increase positive feelings toward school (Fifolt, Morgan, & Burgess, 2017), foster creativity in preschool-aged children (Kochanowski & Carr, 2014), expand student engagement (Kuo, Browning, & Penner, 2018; Truong, Gray, & Ward, 2016), and boost academic outcomes (Camasso & Jagannathan, 2018; Ruiz-Gallardo, Verde, & Valdes, 2013). Nature contact at school also promotes the development of pro-environmental attitudes and behaviors (Tucker & Izadpanahi, 2017).…”

mentioning

confidence: 99%

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School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings

Reese

Webster

Biles

2018

Professional School Counseling

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Nature positively impacts holistic wellness and K-12 student learning, although this phenomenon has largely been unstudied in school counseling. School counselors are in a unique position to champion nature connection in school communities to promote holistic wellness and positive learning outcomes. This article introduces EcoWellness as a framework for strategically infusing nature throughout the comprehensive school counseling program. We discuss strategies for school counseling practice and implications for school counselor preparation and research.

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Establishing Urban Gardens on Vacant Land While Considering International Good Practices: A Legal Case Study from Portugal

Ribeiro

Carvalho²,

Madureira

2020

Sustainability and Law

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There is a gap in most of the countries legal framework respecting its ability to connect vacant land and urban gardens. Hence research is needed to understand how regulation on vacant land might be designed to promote a more sustainable purpose to it. Urban gardens are a type of urban agriculture that could be potentiated by such. The aim of this paper is to show how that can be done through the Municipal Master Plans (MMP)legal and regulatory framework for the Portuguese case, by reviewing worldwide good practices on vacant land restorations for urban sustainable development. The paper comprises a literature review on good practices adopted in different countries regarding vacant lot restoration. The evaluation of good practices built on the achievement of three pillars of sustainability. Five Portuguese MMP were used, as empirical data, to support the design of a new legal and regulatory framework. The goal is to enhance the sustainable destination of vacant land by converting them into urban gardens.The analysis of these MMPs evidenced they disregard urban gardens as a tool to promote urban sustainability in spite of global trends to make urban territorial planning and management instruments greener. An additional outcome of this paper is to categorise different types of vacant land in the five municipalities under analysis according to their suitableness for urban garden conversion. The design of the legal framework enhancing of the conversion of vacant land into urban garden will contribute to the 2030 international agenda goals' achievement. The proposal would create an innovative legal framework in the case of Portugal, that could be replicated by other countries.

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"Sowing and Growing" Life Skills Through Garden-Based Learning to Reengage Disengaged Youth

Cited by 13 publications

References 29 publications

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings

Establishing Urban Gardens on Vacant Land While Considering International Good Practices: A Legal Case Study from Portugal

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