Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia

Abstract

Objectives: To determine the prevalence and usage of food gardens in primary schools in three distinct climatic regions of north-eastern Australia. Design: Cross-sectional surveys combining quantitative and qualitative data collection. Two separate telephone questionnaires were developed and implemented, according to the presence or absence of a food garden within the school. Main outcome measures were answers to scaled response and open-ended questions related to factors supporting and inhibiting the establishment and sustainability of school food gardens. Setting: All state primary schools in three disparate regions of the north-eastern Australian state of Queensland were asked to participate in the study. Results: A total of 71 % (n 128) of schools agreed to participate. Of these, thirtyseven primary schools had functioning food gardens. The variations in prevalence between regions combined with respondent views indicated climate as a major factor affecting the success of food gardens. Gardens were often used as a tool by schools to teach science, environment or social skills. Gardening activities were generally linked to curriculum studies on plants, fruit and vegetable intake, and healthy eating. The main issues for schools and teachers in establishing food gardens were the time required and the lack of personnel to coordinate garden activities. Of the schools with food gardens, 92 % believed their garden had been a success. Conclusions: The study revealed strong grass-roots support for school-based food gardens. Although climate and location were important factors associated with the presence of a functioning food garden, respondents nominated teacher involvement and sustained motivation as essential factors for successful school food gardens.

Sustenance and sustainability: maximizing the impact of school gardens on health outcomes

“…More research is required to understand the underlying conditions by which the school community can assume garden maintenance after an initial start-up phase concludes. There is some evidence that not all schools have the capacity and/or volition to do so (3) and it is clear that both teacher and parent engagement and involvement are critical (30) . The above observations highlight the general importance of recognizing links with pedagogical frameworks, in particular careful integration of garden activities into the curriculum.…”

“…First, school gardens have become a prevalent approach to schoolbased strategies to enhance dietary and physical activity behaviours in many countries (1)(2)(3)(4) . Interest in school gardens has emerged from previous observations that community gardening was associated with a range of putative health benefits across the physical, psychological and social dimensions of health (5) .…”

“…However, there is also a well-established underlying emphasis on environmental issues such as sustainable living, organic food production, waste minimization and permaculture associated with school gardens. Many of these latter themes have been identified as initial drivers for the establishment of a large proportion of school-based community gardens (3) . Inherent within these themes is the maintenance of agricultural biodiversity, particularly by expanding the range of varieties of fruit and vegetables (F&V) (6) beyond that commonly available through mainstream supermarkets.…”

A qualitative study of a food intervention in a primary school: Pupils as agents of change

“…(Dimbleby & Vincent, 2014) The importance of resources and its heavy burden has been highlighted in other studies relating to such activities. (Block et al, 2009;Somerset & Bossard, 2009) In this climate of educational reform, the pressure on schools to look carefully at the value of activities in terms of pupil achievement was clear. This requirement to stand up to scrutiny by Ofsted featured in both schools' perspectives.…”

An evaluation of the California Instructional School Garden Program

“…By 1918 every state in the USA had at least one school garden and contributed to the production of food during the war effort. More recently, and concomitant with a powerful environmental movement and an appreciation of the concept of integrated learning, the notion of school gardens as a learning tool has taken hold and school gardens are gaining popularity throughout the USA and other parts of the globe (3)(4)(5) . In 1995, under the direction of the then State Superintendent of Public Instruction, Delaine Eastin, the California Department of Education (CDE) launched 'A Garden in Every School' Initiative (6) .…”