The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness

Abstract

When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with ≤1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

“…The school garden is the right place for active learning for various subjects where teachers can use the school garden as a laboratory for conducting experiments and can also be used to study mathematics, English, and art so that the teaching and learning process becomes more interesting (CSGN, 2010;Wiradnyani et al, 2018). School gardens have the potential to improve student learning outcomes (Lohr et al, 2023) Gardening activities at school can develop children's physical and motor skills, explore objects around them, and learn while playing so that children are active and don't feel bored (Sutrisno, 2005;Windarto et al, 2020). School gardens provide an active learning atmosphere that strengthens academic, personal, and social abilities (Kammar et al, 2017;Wiradnyani et al, 2018) Planting activities in school gardens in addition to increasing accessibility and availability of fruits and vegetables also encourage children to appreciate the products they produce.…”

Design and Implementation of a Teaching Scenario for Primary School Students on Creating a School Garden Using Inquiry Method

“…At the same time, the design and creation of a school garden improves students' academic performance and through the active participation of students, positive attitudes towards school and their interest in learning are developed (Austin, 2022;Blair, 2009;Broda, 2007;Deniz et al, 2022;Korfiatis & Petrou, 2015;Pollin & Retzlaff -Fürst, 2021). More specifically, research can be identified at the international level that deals with the measurement of students' learning performance during their experiential engagement in the school garden (Garitsis, 2016;Lohr et al, 2022). In particular, an extensive study (Graham & Zidenger -Cherr, 2005, cited in Garitsis, 2016) investigated teachers' perceptions regarding the impact of school gardens on student teaching and learning in all schools in the state of California in the context of a project implementation entitled: "A garden in every school".…”

“…Other studies show that cooperation in the context of students' work groups during their engagement with the school garden has benefits in other areas of school life, such as communication and problem-solving skills, attitudes towards school, social and emotional learning, acceptance of diversity (Garitsis, 2016;Lohr et al, 2021;Lohr et al, 2022;Strom & Strom, 1996;Waliczek et al, 2001). Typically, regarding the acceptance of diversity, the school garden provides an opportunity to engage immigrant parents or parents who have agricultural rather than academic knowledge (Greer et al, 2019;Lohr et al, 2022;Ozer, 2006;Sotiropoulou, 2014).…”

“…Other studies show that cooperation in the context of students' work groups during their engagement with the school garden has benefits in other areas of school life, such as communication and problem-solving skills, attitudes towards school, social and emotional learning, acceptance of diversity (Garitsis, 2016;Lohr et al, 2021;Lohr et al, 2022;Strom & Strom, 1996;Waliczek et al, 2001). Typically, regarding the acceptance of diversity, the school garden provides an opportunity to engage immigrant parents or parents who have agricultural rather than academic knowledge (Greer et al, 2019;Lohr et al, 2022;Ozer, 2006;Sotiropoulou, 2014). In this context, research shows that the participation of students from different nationalities involved in gardening projects resulted in the development of intercultural interactive communication, as students were given the opportunity to pass on the traditions of their cultural heritage and to understand the complexity of the relationships of both people with each other and with the natural environment (Cutter -Mackenzie, 2009;Garitsis, 2016;Greer et al, 2019;Lohr et al, 2021;Lohr et al, 2022).…”

“…Typically, regarding the acceptance of diversity, the school garden provides an opportunity to engage immigrant parents or parents who have agricultural rather than academic knowledge (Greer et al, 2019;Lohr et al, 2022;Ozer, 2006;Sotiropoulou, 2014). In this context, research shows that the participation of students from different nationalities involved in gardening projects resulted in the development of intercultural interactive communication, as students were given the opportunity to pass on the traditions of their cultural heritage and to understand the complexity of the relationships of both people with each other and with the natural environment (Cutter -Mackenzie, 2009;Garitsis, 2016;Greer et al, 2019;Lohr et al, 2021;Lohr et al, 2022).…”