The impact of school gardens on youth social and emotional learning: a scoping review

Lohr, Abby M.; Krause, Keegan C.; McClelland, Deborah Jean; Gorden, Noah Van; Gerald, Lynn B.; Casino, Vincent J. Del; Wilkinson-Lee, Ada M.; Carvajal, Scott C.

doi:10.1080/14729679.2020.1838935

Cited by 21 publications

(23 citation statements)

References 31 publications

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“…The reviews targeted cardiovascular [ 44 ], chronic illnesses [ 23 , 45 , 46 , 47 , 48 ] and related risk factors [ 21 , 23 , 24 , 25 , 26 , 33 , 44 , 45 , 48 , 49 , 50 ]. Four reviews focused on school gardening studies [ 22 , 25 , 51 , 52 ]. Only four studies of Indigenous gardens were included in the sixteen reviews, two of which are included in our review [ 36 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

“…Non-randomized designs and pre–post-test designs were commonly used to evaluate outcomes [ 45 ]. Qualitative evaluations were sometimes used to strengthen the interpretation of findings [ 22 , 24 , 44 , 46 , 49 , 51 , 52 ]. Within an evidence-based framework for evaluating the effectiveness of public health interventions, randomized designs are recognized to be problematic particularly in the context of implementation in community settings.…”

Section: Discussionmentioning

confidence: 99%

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Acceptability and Feasibility of Community Gardening Interventions for the Prevention of Non-Communicable Diseases among Indigenous Populations: A Scoping Review

et al. 2023

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Compared with non-Indigenous populations, Indigenous populations experience worse health across many outcomes, including non-communicable diseases, and they are three times more likely to live in extreme poverty. The objectives were to identify (1) the content, implementation, and duration of the intervention; (2) the evaluation designs used; (3) the outcomes reported; and (4) the enablers and the challenges. Using the PRISMA-ScR guidelines, a search of research databases and grey literature was conducted. Seven studies met the inclusion criteria. Papers reported on acceptability, nutrition knowledge, fruit and vegetable intake, self-efficacy, motivation, and preference concerning fruit and vegetable, diet, and gardening. No study measured all outcomes. All papers reported on acceptability, whether implicitly or explicitly. The evaluation used mostly pre- and post-intervention assessments. The effect of gardening on nutrition and gardening knowledge and fruit and vegetable intake was inconclusive, and was related to a general lack of robust evaluations. Applying the He Pikinga Waiora Framework, however, revealed strong evidence for community engagement, cultural centeredness, integrated knowledge translation and systems thinking in increasing the acceptability and feasibility of gardening in Indigenous communities. Despite environmental challenges, the evidence signaled that gardening was an acceptable intervention for the Indigenous communities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Acceptability and Feasibility of Community Gardening Interventions for the Prevention of Non-Communicable Diseases among Indigenous Populations: A Scoping Review

et al. 2023

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“…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%

“…One such good practice is keeping a school vegetable garden, particularly when it is run using sustainable agriculture management practices (organic learning gardens, OLGs [17]). Gardens constitute valuable resources that facilitate achieving several educational objectives, including social and emotional learning [18,19], and address a range of curricular topics, prominently in the areas of food and science education [20]. 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].…”

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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“…While writing a scoping review from 2018 to 2019 [6], we found ourselves in need of modifying our search and running it again. We wanted to capture articles generated by our additional search terms and articles published See end of article for supplemental content.…”

Section: Introductionmentioning

confidence: 99%

Updating search strategies for literature reviews with OUR2D2: an open-source computer application

Lohr

Gorden

McClelland

et al. 2021

jmla

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Background: While writing a scoping review, we needed to update our search strategy. We wanted to capture articles generated by our additional search terms and articles published since our original search. Simultaneously, we strove to optimize project resources by not rescreening articles that had been captured in our original results.Case presentation: In response, we created Open Update Re-run Deduplicate (OUR2D2), a computer application that allows the user to compare search results from a variety of library databases. OUR2D2 supports extensible markup language (XML) files from EndNote and comma-separated values (CSV) files using article titles for comparisons. We conducted unit tests to ensure appropriate functionality as well as accurate data extraction and analysis. We tested OUR2D2 by comparing original and updated search results from PubMed, Embase, Clarivate Web of Science, CINAHL, Scopus, ProQuest Dissertation and Theses, and Lens and estimate that this application saved twenty-one hours of work during the screening process.Conclusions: OUR2D2 could be useful for individuals seeking to update literature review strategies across fields without rescreening articles from previous searches. Because the OUR2D2 source code is freely available with a permissive license, we recommend this application for researchers conducting literature reviews who need to update their search results over time, want a powerful and flexible analysis framework, and may not have access to paid subscription tools.

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The impact of school gardens on youth social and emotional learning: a scoping review

Cited by 21 publications

References 31 publications

Acceptability and Feasibility of Community Gardening Interventions for the Prevention of Non-Communicable Diseases among Indigenous Populations: A Scoping Review

Acceptability and Feasibility of Community Gardening Interventions for the Prevention of Non-Communicable Diseases among Indigenous Populations: A Scoping Review

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

Updating search strategies for literature reviews with OUR2D2: an open-source computer application

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