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Wilcox H, Bishop S, Francis B, Lombard K, Beresford SAA, Ornelas IJ. Process evaluation of the Yéego! Program to increase healthy eating and gardening among American Indian elementary school children. BMC Public Health 2024; 24:232. [PMID: 38243203 PMCID: PMC10797868 DOI: 10.1186/s12889-024-17689-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 01/06/2024] [Indexed: 01/21/2024] Open
Abstract
BACKGROUND American Indian children are at increased risk for obesity and diabetes. School-based health promotion interventions are one approach to promoting healthy behaviors to reduce this risk, yet few studies have described their implementation and fidelity. We conducted a qualitative process evaluation of the Yéego! Healthy Eating and Gardening Program, a school-based intervention to promote healthy eating among Navajo elementary school children. The intervention included a yearlong integrated curriculum, as well as the construction and maintenance of a school-based garden. METHODS Our process evaluation included fidelity checklists completed by program staff and qualitative interviews with program staff and classroom teachers after the intervention was implemented. We used content analysis to identify themes. RESULTS We identified several themes related to evidence of delivery adherence, program satisfaction, and lessons learned about delivery. Intervention staff followed similar procedures to prepare for and deliver lessons, but timing, teaching styles, and school-level factors also impacted overall implementation fidelity. Teachers and students had positive perceptions of the program, especially lessons that were highly visual, experiential, and connected to Navajo culture and the surrounding community. Teachers and program staff identified ways to enhance the usability of the curriculum by narrowing the scope, relating content to student experiences, and aligning content with school curriculum standards. CONCLUSIONS The program was implemented with moderately high fidelity across contexts. We identified areas where modifications could improve engagement, acceptability, efficacy, and sustainability of the program. Our results have implications for the evaluation and dissemination of school-based health interventions to promote healthy eating among children, especially in American Indian communities.
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Affiliation(s)
- Heather Wilcox
- University of Washington, Box 351621, Seattle, WA, 98195, USA
| | - Sonia Bishop
- Fred Hutchinson Cancer Research Center, Seattle, USA
| | | | | | | | - India J Ornelas
- University of Washington, Box 351621, Seattle, WA, 98195, USA.
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Cran S, Cihon TM, Borba A, Kazaoka K, Smith M. A Pilot Study Exploring Practices that Support the Longevity of Community Gardens Supported by Religious Organizations. BEHAVIOR AND SOCIAL ISSUES 2023; 32:1-37. [PMID: 38625135 PMCID: PMC10177712 DOI: 10.1007/s42822-023-00124-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2023] [Indexed: 04/17/2024]
Abstract
Current food production methods in the United States (US) contribute to environmental degradation as well as food insecurity. Food production by means of community gardens has the potential to reduce the deleterious effects of current production methods. However, many community gardens face challenges that hinder their longevity, thereby reducing the likelihood of the support they might provide for environmentally sustainable food production and decreased food insecurity for community members. Researchers conducted a literature review regarding best practices for community gardens, and used ethnographic research methods to inform a culturo-behavioral systems analysis using the Total Performance System and matrix (systems interdependency) analysis to better understand the cultural practices of two established community gardens in the southwest region of the US. The results of the analyses are presented in terms of recommendations to support each community garden's sustainability. Recommendations regarding future research include environmental manipulations to identify functional relations and potential outcome measures for improving the longevity of community gardens. Supplementary Information The online version contains supplementary material available at 10.1007/s42822-023-00124-7.
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Reyes N, Ganderats-Fuentes M, Acciai F, Eliason J, Ohri-Vachaspati P. School Garden Prevalence Before and After the Implementation of the Healthy Hunger-Free Kids Act. THE JOURNAL OF SCHOOL HEALTH 2022; 92:907-915. [PMID: 35702897 PMCID: PMC9397583 DOI: 10.1111/josh.13197] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 03/17/2022] [Accepted: 04/07/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The Healthy Hunger-Free Kids Act (HHFKA) of 2010 supported implementation of school gardens for promoting fruit and vegetable consumption. We examined school garden prevalence over time by school-level factors during the period before and after the implementation of HHFKA. METHODS Using data from the New Jersey Child Health Study, conducted in 4 low-income New Jersey cities, prevalence of school gardens among K-12 schools (n = 148) was assessed between school year 2010-2011 and 2017-2018. Multivariable analysis estimated changes in garden prevalence over time adjusting for school-level factors. RESULTS Overall, the sample included 97 elementary and 51 middle/high schools. Multivariable logistic regression showed that compared to 2010-2011 (19%) a higher proportion of schools reported having a garden in 2013-2014 (32%, p = 0.025). Over the entire study period, schools with majority Hispanic student enrollment had approximately half the odds of having a garden compared to schools with majority Black students (p = 0.036). CONCLUSION School garden prevalence increased in the year immediately following the implementation of the HHFKA but this increase was not sustained over time. Future research should investigate the reasons for this decline and potential disparities by race/ethnicity.
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Affiliation(s)
- Naomi Reyes
- College of Health Solutions, Arizona State University, 425 N 5th Street, Phoenix, AZ, 85004
| | | | - Francesco Acciai
- College of Health Solutions, Arizona State University, 425 N 5th Street, Phoenix, AZ, 85004, USA
| | - Jessica Eliason
- College of Health Solutions, Arizona State University, 425 N 5th Street, Phoenix, AZ, 85004, USA
| | - Punam Ohri-Vachaspati
- College of Health Solutions, Arizona State University, 425 N 5th Street, Phoenix, AZ, 85004
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Day K, Tsupros MM, Schober DJ. To plant a garden is to believe in tomorrow: A case study of a Chicago community-based organization focused on health education through school gardens. J Prev Interv Community 2021; 50:72-88. [PMID: 34657586 DOI: 10.1080/10852352.2021.1915938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Nutrition education through school-based garden programs is a promising intervention to promote youth health and development. Gardeneers is a Chicago-based nonprofit, leading garden programming across area schools. To better understanding their impact on youth health, Gardeneers aimed to define their model more clearly. Using a collective case study design, this mixed-method, formative program evaluation focused on describing program implementation variation across schools. General program design included nutrition education through hands-on garden-based learning. Stakeholder engagement was a strength for some schools and a challenge for others. Sustainability was an ongoing challenge for all schools, particularly funding. Priority student outcomes also varied between schools. Adaptability is core to Gardeneers' approach-the challenge lies in replicable program design and manageable growth, but the strength lies in the ability to meet specific school and student needs. Using these findings, Gardeneers refined their program model and identified program improvements opportunities.
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Affiliation(s)
- Kelli Day
- Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA
| | | | - Daniel J Schober
- College of Liberal Arts & Social Sciences, DePaul University, Chicago, IL, USA
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Hoover A, Vandyousefi S, Martin B, Nikah K, Cooper MH, Muller A, Marty E, Duswalt-Epstein M, Burgermaster M, Waugh L, Linkenhoker B, Davis JN. Barriers, Strategies, and Resources to Thriving School Gardens. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2021; 53:591-601. [PMID: 33910772 DOI: 10.1016/j.jneb.2021.02.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 02/25/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To identify school garden attributes and practices that most strongly contribute to garden use and sustainability and translate them into recommendations for improving garden-based nutrition education. DESIGN Surveys were developed and administered to school stakeholders to assess the barriers, strategies, and resources for successful school garden-based nutrition education. A panel of school garden experts identified thriving school gardens. Logistic regression was used to identify which attributes predicted thriving school garden programs. SETTING Approximately 109 schools across Greater Austin, TX. PARTICIPANTS A total of 523 school teachers and 174 administrators. OUTCOMES Barriers, strategies, and resources relevant to successful school gardening nutrition programs. RESULTS Thriving school gardens were 3-fold more likely to have funding and community partner use (P = 0.022 and P = 0.024), 4 times more likely to have active garden committees (P = 0.021), available garden curriculum (P = 0.003), teacher training (P = 0.045), ≥ 100 students who used the garden annually (P = 0.047), and 12 times more likely to have adequate district and administrator support (P = 0.018). CONCLUSIONS AND IMPLICATIONS Adequate administrative and district support is fundamental when implementing a school garden. Schools may benefit from finding additional funding, providing teacher garden training, providing garden curriculum, forming garden leadership committees, and partnering with local community organizations to improve garden-based nutrition education.
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Affiliation(s)
- Amy Hoover
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX
| | - Sarvenaz Vandyousefi
- Department of Pediatrics, Division of General Pediatrics, New York University School of Medicine and Bellevue Hospital Center, New York, NY
| | - Bonnie Martin
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX
| | - Katie Nikah
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX
| | | | - Anne Muller
- Austin Independent School District, Austin, TX
| | - Edwin Marty
- City of Austin Office of Sustainability, Austin, TX
| | | | - Marissa Burgermaster
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX; Department of Population Health, Dell Medical School, University of Texas at Austin, Austin, TX
| | | | | | - Jaimie N Davis
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX.
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Burt KG, Lindel N, Wang J, Burgermaster M, Fera J. A Nationwide Snapshot of the Predictors of and Barriers to School Garden Success. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2019; 51:1139-1149. [PMID: 31345673 DOI: 10.1016/j.jneb.2019.06.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 06/04/2019] [Accepted: 06/24/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE To explore the degree and predictors of and barriers to school garden integration (termed success). DESIGN A 30-item online survey consisting of demographic, garden characteristic, and barrier questions, as well as the School Garden Integration Scale, was conducted in 266 school garden organizations (13 national, 8 regional, and 245 state or local). PARTICIPANTS A total of 414 school gardeners from 38 states and Puerto Rico. MAIN OUTCOME MEASURES School garden success using the GREEN Tool. ANALYSIS Descriptive statistics were used to determine the degree of success of school garden programs and explore barriers. Multiple regression analysis was conducted to determine independent predictors of school garden success. RESULTS The average score was 37 (range 1-53, of a possible 57 points), indicating moderate success. Operating budget (P < .001), operating time (P < .05), and planting in-ground (P < .01) had a positive significant influence on success score, whereas rural location (P < .01) and lacking community interest (P < .01) had a negative significant influence, controlling for race/ethnicity, region, total garden investment, and Community Need Index score (a proxy for socioeconomic status). CONCLUSIONS AND IMPLICATIONS Results indicate that success of school garden programs may be more difficult for the schools located in a rural area or in the absence of school or community-at-large interest. This study found that race/ethnicity of students and socioeconomic status are not related to success score, which is promising as other research indicates that successful school gardens may be especially impactful for low-income people of color. Causal research is needed to identify strategies that increase school garden success, with a focus on engaging key stakeholders (administrators, teachers, parents, the community at large, and garden coordinators).
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Affiliation(s)
- Kate G Burt
- Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY.
| | - Nicole Lindel
- Program in Nutrition, Teachers College, Columbia University, New York, NY
| | - Jiayu Wang
- Program in Nutrition, Teachers College, Columbia University, New York, NY
| | - Marissa Burgermaster
- Department of Nutritional Sciences and Population Health, Dell Medical School, University of Texas at Austin, Austin, TX
| | - Joseph Fera
- Department of Mathematics and Computer Science, Lehman College, City University of New York, Bronx, NY
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Burt KG, Luesse HB, Rakoff J, Ventura A, Burgermaster M. School Gardens in the United States: Current Barriers to Integration and Sustainability. Am J Public Health 2018; 108:1543-1549. [PMID: 30252527 PMCID: PMC6187772 DOI: 10.2105/ajph.2018.304674] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/14/2018] [Indexed: 11/04/2022]
Abstract
OBJECTIVES To elucidate details about the barriers (time, funding, staffing, and space) to integrating and sustaining school gardens. METHODS A total of 99 school gardeners from 15 states participated in an online survey in June 2017. The 29-item survey contained qualitative and quantitative items that we analyzed using descriptive statistics and inductive content analysis. RESULTS In order of greatest to least barrier, gardeners ranked time, staff, funding, curriculum, and space. Time for classes to use the garden (66% of respondents) and time for staff training (62%) were the most frequently listed time-related challenges. Respondents also reported low engagement within the school community. An overall lack of funding was the most common funding-related barrier, and gardeners were unaware of how to obtain more funding. CONCLUSIONS We identified 3 aspects of school gardens as opportunities to address time- and staff-related issues: strengthening of garden committees, professional development, and community outreach. Better channels are needed to disseminate funding opportunities within schools and to communicate with communities at large. Ultimately, doing so will strengthen existing school gardens as a vehicle to promote dietary, physical, and social health within communities.
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Affiliation(s)
- Kate G Burt
- Kate G. Burt, Jennifer Rakoff, and Andrea Ventura are with the Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY. Hersh B. Luesse is an independent researcher based in New York, NY. Marissa Burgermaster is with Biomedical Informatics, Columbia University, New York
| | - Hersh B Luesse
- Kate G. Burt, Jennifer Rakoff, and Andrea Ventura are with the Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY. Hersh B. Luesse is an independent researcher based in New York, NY. Marissa Burgermaster is with Biomedical Informatics, Columbia University, New York
| | - Jennifer Rakoff
- Kate G. Burt, Jennifer Rakoff, and Andrea Ventura are with the Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY. Hersh B. Luesse is an independent researcher based in New York, NY. Marissa Burgermaster is with Biomedical Informatics, Columbia University, New York
| | - Andrea Ventura
- Kate G. Burt, Jennifer Rakoff, and Andrea Ventura are with the Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY. Hersh B. Luesse is an independent researcher based in New York, NY. Marissa Burgermaster is with Biomedical Informatics, Columbia University, New York
| | - Marissa Burgermaster
- Kate G. Burt, Jennifer Rakoff, and Andrea Ventura are with the Department of Dietetics, Food, and Nutrition, Lehman College, City University of New York, Bronx, NY. Hersh B. Luesse is an independent researcher based in New York, NY. Marissa Burgermaster is with Biomedical Informatics, Columbia University, New York
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Huys N, De Cocker K, De Craemer M, Roesbeke M, Cardon G, De Lepeleere S. School Gardens: A Qualitative Study on Implementation Practices. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2017; 14:E1454. [PMID: 29186835 PMCID: PMC5750873 DOI: 10.3390/ijerph14121454] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2017] [Revised: 11/17/2017] [Accepted: 11/22/2017] [Indexed: 11/21/2022]
Abstract
School gardens have beneficial effects on children's dietary behaviors but information on its implementation is scarce. The current study aimed to gain insight in implementation practices of school gardens and in perceptions of key members and children towards a school garden. We conducted twelve interviews involving 14 key members and five focus groups with 38 children from fifth to sixth grade (10-13 years old) in four primary schools in Ghent (Flanders, Belgium). We analyzed the interviews and focus groups in NVivo, using thematic analysis. School gardens were mainly initiated to involve children in nature, not to improve vegetable consumption. Participants were positive about having a school garden, experienced facilitating factors (e.g., adaptability of the garden, having a person responsible for the garden), but also various barriers (e.g., difficulties with startup, maintenance during summer holidays and integration in the school curriculum) and suggested some solutions (e.g., involving external organizations and parents, expanding the garden) and motivating factors for children (e.g., colorful plants, use of gloves). In order to improve implementation and to contribute to children's health, future school gardening projects should take the recommendations of key members and children into account.
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Affiliation(s)
- Nele Huys
- Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Gent, Belgium.
| | - Katrien De Cocker
- Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Gent, Belgium.
| | - Marieke De Craemer
- Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Gent, Belgium.
| | | | - Greet Cardon
- Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Gent, Belgium.
| | - Sara De Lepeleere
- Department of Movement and Sports Sciences, Ghent University, Watersportlaan 2, 9000 Gent, Belgium.
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Burt KG, Koch P, Contento I. Development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool: An Evidence-Based Model for School Garden Integration. J Acad Nutr Diet 2017; 117:1517-1527.e4. [PMID: 28389106 DOI: 10.1016/j.jand.2017.02.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2016] [Accepted: 02/06/2017] [Indexed: 01/28/2023]
Abstract
BACKGROUND Researchers have established the benefits of school gardens on students' academic achievement, dietary outcomes, physical activity, and psychosocial skills, yet limited research has been conducted about how school gardens become institutionalized and sustained. OBJECTIVE Our aim was to develop a tool that captures how gardens are effectively established, integrated, and sustained in schools. DESIGN We conducted a sequential, exploratory, mixed-methods study. Participants were identified with the help of Grow To Learn, the organization coordinating the New York City school garden initiative, and recruited via e-mail. PARTICIPANTS/SETTING A stratified, purposeful sample of 21 New York City elementary and middle schools participated in this study throughout the 2013/2014 school year. The sample was stratified in their garden budgets and purposeful in that each of the schools' gardens were determined to be well integrated and sustained. MAIN OUTCOME MEASURES The processes and strategies used by school gardeners to establish well-integrated school gardens were assessed via data collected from surveys, interviews, observations, and concept mapping. STATISTICAL ANALYSES PERFORMED Descriptive statistics as well as multidimensional scaling and hierarchical cluster analysis were used to examine the survey and concept mapping data. Qualitative data analysis consisted of thematic coding, pattern matching, explanation building and cross-case synthesis. RESULTS Nineteen components within four domains of school garden integration were found through the mixed-methods concept mapping analysis. When the analyses of other data were combined, relationships between domains and components emerged. These data resulted in the development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool. CONCLUSIONS When schools with integrated and sustained gardens were studied, patterns emerged about how gardeners achieve institutionalization through different combinations of critical components. These patterns are best described by the GREEN Tool, the first framework to identify how to operationalize school gardening components and describe an evidence-based strategy of successful school garden integration.
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Turner L, Eliason M, Sandoval A, Chaloupka FJ. Increasing Prevalence of US Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students. THE JOURNAL OF SCHOOL HEALTH 2016; 86:906-912. [PMID: 27866388 DOI: 10.1111/josh.12460] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Revised: 03/31/2016] [Accepted: 04/01/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND We examined the prevalence of school garden programs at US public elementary schools. The study examined time trends, demographic and regional disparities, and associations with related programs such as farm-to-school. METHODS Annual surveys were gathered from nationally representative samples of elementary schools between 2006-2007 and 2013-2014. Annual samples ranged from 553 to 748 schools. RESULTS The prevalence of gardens increased steadily from 11.9% in 2006-2007 to 31.2% in 2013-2014 (p < .001). In multivariate logistic regressions the prevalence of garden programs varied significantly by school characteristics. Gardens were more prevalent in the west than in other regions. Gardens were less prevalent at schools serving higher proportions of lower-income students, and were more prevalent at urban schools than in suburbs, towns, or rural areas. Gardens were more common at schools with farm-to-school programs. Gardens also were associated with offering formal classroom-based nutrition education. CONCLUSIONS Garden programs in elementary schools have increased over time, but there is room for wider implementation, particularly at schools serving lower-income students. Given the role of childhood in establishing food preferences and dietary consumption habits, such programs are important and can reinforce the messages imparted through nutrition education.
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Affiliation(s)
- Lindsey Turner
- Boise State University, 1910W, University Drive, Mailstop 1745, Boise, ID 83725
| | - Meghan Eliason
- Mill Creek Elementary School, Middleton School District, 500 N, Middleton Road, Middleton, ID 83644
| | - Anna Sandoval
- Institute for Health Research and Policy, University of Illinois at Chicago, 1747 W, Roosevelt Road, #558, Chicago, IL 60608
| | - Frank J Chaloupka
- Institute for Health Research and Policy, University of Illinois at Chicago, 1747 W, Roosevelt Road, #558, Chicago, IL 60608
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Kincy N, Fuhrman NE, Navarro M, Knauft D. Predicting teacher likelihood to use school gardens: A case study. ACTA ACUST UNITED AC 2016. [DOI: 10.1080/1533015x.2016.1164096] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Ohly H, Gentry S, Wigglesworth R, Bethel A, Lovell R, Garside R. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 2016; 16:286. [PMID: 27015672 PMCID: PMC4807565 DOI: 10.1186/s12889-016-2941-0] [Citation(s) in RCA: 76] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2015] [Accepted: 03/08/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND School gardening programmes are increasingly popular, with suggested benefits including healthier eating and increased physical activity. Our objectives were to understand the health and well-being impacts of school gardens and the factors that help or hinder their success. METHODS We conducted a systematic review of quantitative and qualitative evidence (PROSPERO CRD42014007181). We searched multiple databases and used a range of supplementary approaches. Studies about school gardens were included if they reported on physical or mental health or well-being. Quantitative studies had to include a comparison group. Studies were quality appraised using appropriate tools. Findings were narratively synthesised and the qualitative evidence used to produce a conceptual framework to illustrate how benefits might be accrued. RESULTS Evidence from 40 articles (21 quantitative studies; 16 qualitative studies; 3 mixed methods studies) was included. Generally the quantitative research was poor. Evidence for changes in fruit and vegetable intake was limited and based on self-report. The qualitative research was better quality and ascribed a range of health and well-being impacts to school gardens, with some idealistic expectations for their impact in the long term. Groups of pupils who do not excel in classroom activities were thought to particularly benefit. Lack of funding and over reliance on volunteers were thought to threaten success, while involvement with local communities and integration of gardening activities into the school curriculum were thought to support success. CONCLUSION More robust quantitative research is needed to convincingly support the qualitative evidence suggesting wide ranging benefits from school gardens.
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Affiliation(s)
- Heather Ohly
- />European Centre for Environment and Human Health, University of Exeter Medical School, Truro, Cornwall UK
| | - Sarah Gentry
- />Norfolk and Norwich University Hospitals NHS Foundation Trust, Norwich, Norfolk UK
| | - Rachel Wigglesworth
- />European Centre for Environment and Human Health, University of Exeter Medical School, Truro, Cornwall UK
| | - Alison Bethel
- />NIHR CLAHRC South West Peninsula (PenCLAHRC), University of Exeter Medical School, Exeter, Devon UK
| | - Rebecca Lovell
- />European Centre for Environment and Human Health, University of Exeter Medical School, Truro, Cornwall UK
| | - Ruth Garside
- />European Centre for Environment and Human Health, University of Exeter Medical School, Truro, Cornwall UK
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Carlsson L, Williams PL, Hayes-Conroy JS, Lordly D, Callaghan E. School Gardens: Cultivating Food Security in Nova Scotia Public Schools? CAN J DIET PRACT RES 2016; 77:119-24. [PMID: 26916844 DOI: 10.3148/cjdpr-2015-051] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
PURPOSE A small but growing body of peer-reviewed research suggests that school gardens can play a role in building community food security (CFS); however, to date little research exploring the role of school gardens in supporting CFS is available. This paper begins to address this gap in the literature. METHODS A qualitative, exploratory, single-case study design was used. The focus of this case study was the school food garden at an elementary school in the River Valley, Nova Scotia, school community. RESULTS Results provide useful information about potential CFS effects of school gardens in addition to the environmental effects on school gardens important to their effectiveness as CFS tools. Findings suggest children gained food-related knowledge, skills, and values that support long-term CFS. A local social and political landscape at the community, provincial, and school board level were key to strengthening this garden's contributions to CFS. CONCLUSIONS We support Dietitians of Canada's nomination of school gardens as an indicator of CFS with theoretical and practical evidence, underscore the importance of a supportive environment, and need for further research in this area. Health professionals and community organizations provide critical support, helping to weave gardens into a greater movement towards building CFS.
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Affiliation(s)
- Liesel Carlsson
- a School of Nutrition and Dietetics, Acadia University, Wolfville, NS.,b Blekinge Institute of Technology, Karlskrona, Blekinge, Sweden
| | - Patricia L Williams
- c Department of Applied Human Nutrition, Mount Saint Vincent University, Halifax, NS
| | | | - Daphne Lordly
- a School of Nutrition and Dietetics, Acadia University, Wolfville, NS
| | - Edith Callaghan
- b Blekinge Institute of Technology, Karlskrona, Blekinge, Sweden.,e Fred C. Manning School of Business, Acadia University, Wolfville, NS
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John DH, Gunter K, Jackson JA, Manore M. Developing the School Physical Activity and Nutrition Environment Tool to Measure Qualities of the Obesogenic Context. THE JOURNAL OF SCHOOL HEALTH 2016; 86:39-47. [PMID: 26645419 DOI: 10.1111/josh.12348] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2014] [Revised: 05/04/2015] [Accepted: 05/10/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Practical tools are needed that reliably measure the complex physical activity (PA) and nutrition environments of elementary schools that influence children's health and learning behaviors for obesity prevention. The School Physical Activity and Nutrition-Environment Tool (SPAN-ET) was developed and beta tested in 6 rural Oregon elementary schools. METHODS Extension educators were trained to assess elementary school PA and nutrition environments using the SPAN-ET. Two auditors per school worked with school health stakeholders and collected data via document review, interviews, and direct observations. A reliability analysis using percent agreement and kappa statistics was performed to determine consistency between independent auditors. Content analyses of qualitative data were used to triangulate intercoder ratings, verify evidence, and improve reliability. RESULTS Across the 6 schools, for all 182 measured criteria (PA = 103; nutrition = 79), the percent agreement ranged from 80.8% to 96.8% and kappa from 0.61% to 0.94. CONCLUSION The SPAN-ET was a reliable instrument for assessing the quality of elementary school PA and nutrition environments, and a sensitive measure for objectively identifying specific attributes of SPAN-ET areas of interest to target for school environmental and policy improvements aimed at supporting students' obesity preventing behaviors.
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Affiliation(s)
- Deborah H John
- School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, 105F Ballard Hall, Corvallis, OR 97331.
| | - Katherine Gunter
- School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, 247 Hallie E. Ford Center, Corvallis, OR 97331.
| | - Jennifer A Jackson
- School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University, 345 Hallie E. Ford Center, Corvallis, OR 97331.
| | - Melinda Manore
- School of Biological and Population Sciences, College of Public Health and Human Sciences, Oregon State University, 103 Milam Hall, Corvallis, OR 97331.
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Swank JM, Shin SM. Garden Counseling Groups and Self-Esteem: A Mixed Methods Study With Children With Emotional and Behavioral Problems. JOURNAL FOR SPECIALISTS IN GROUP WORK 2015. [DOI: 10.1080/01933922.2015.1056570] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Martinez LC, Gatto NM, Spruijt-Metz D, Davis JN. Design and methodology of the LA Sprouts nutrition, cooking and gardening program for Latino youth: A randomized controlled intervention. Contemp Clin Trials 2015; 42:219-27. [PMID: 25896115 DOI: 10.1016/j.cct.2015.04.008] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2015] [Revised: 04/08/2015] [Accepted: 04/10/2015] [Indexed: 11/29/2022]
Abstract
OBJECTIVE The LA Sprouts 12-week nutrition, cooking and gardening intervention targets obesity reduction in Latino children. While other gardening and nutrition programs are shown to improve dietary intake, LA Sprouts is unique in that it utilized a curriculum demonstrated to decrease obesity. This methodology paper outlines the design and processes of the LA Sprouts study, and discusses key strategies employed to foster successful implementation of the program. SETTING After-school program in four Los Angeles elementary schools. SUBJECTS 3rd-5th grade students. DESIGN Randomized controlled trial. Gardens were built on two of four school campuses, and the 90-minute weekly lessons focused on strategies to increase fruit and vegetable consumption, gardening at school and home, and cooking healthy meals/snacks. Data collection was conducted pre- and post-intervention and included basic clinical and anthropometric measures, dietary intake and psychosocial constructs measured by questionnaire, and an optional fasting blood draw. RESULTS Baseline data was collected from 364 children, and 320 (88%) completed follow-up. No participants withdrew from the program (data were missing for other reasons). Intervention students attended 9.7 ± 2.3 lessons. Fasting blood samples were collected on 169 children at baseline, and 113 (67%) at follow-up. Questionnaire scales had good internal consistency (IC) and intra-rater reliability (IRR; in child scales: 88% items with IC > 0.7 and 70% items with IRR > 0.50; in parent scales: 75% items with IC > 0.7). CONCLUSIONS The intervention was successfully implemented in the schools and scales appear appropriate to evaluate psychosocial constructs relevant to a gardening intervention.
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Affiliation(s)
- Lauren C Martinez
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, 2001 N Soto St, 3rd floor, Los Angeles, CA 90089, United States
| | - Nicole M Gatto
- Center for Nutrition, Healthy Lifestyles, & Disease Prevention, Loma Linda University, 24951 North Circle Drive, Nichol Hall 2025, Loma Linda, CA 92350, United States
| | - Donna Spruijt-Metz
- Center for Economic and Social Research, University of Southern California, 635 Downey Way, Suite 305, Los Angeles, CA 90089-3332, United States
| | - Jaimie N Davis
- Department of Nutritional Sciences, University of Texas, Austin, 200 W. 24th Street, Stop A2700, Austin, TX 78712, United States.
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Frerichs L, Brittin J, Sorensen D, Trowbridge MJ, Yaroch AL, Siahpush M, Tibbits M, Huang TTK. Influence of school architecture and design on healthy eating: a review of the evidence. Am J Public Health 2015; 105:e46-57. [PMID: 25713964 PMCID: PMC4358206 DOI: 10.2105/ajph.2014.302453] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2014] [Indexed: 11/04/2022]
Abstract
We examined evidence regarding the influence of school physical environment on healthy-eating outcomes. We applied a systems perspective to examine multiple disciplines' theoretical frameworks and used a mixed-methods systematic narrative review method, considering both qualitative and quantitative sources (published through March 2014) for inclusion. We developed a causal loop diagram from 102 sources identified. We found evidence of the influence of many aspects of a school's physical environment on healthy-eating outcomes. The causal loop diagram highlights multilevel and interrelated factors and elucidates the specific roles of design and architecture in encouraging healthy eating within schools. Our review highlighted the gaps in current evidence and identified areas of research needed to refine and expand school architecture and design strategies for addressing healthy eating.
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Affiliation(s)
- Leah Frerichs
- At the time of the study, Leah Frerichs, Jeri Brittin, Amy L. Yaroch, Mohammad Siahpush, Melissa Tibbits, and Terry T.-K. Huang were with the College of Public Health, University of Nebraska Medical Center, Omaha. Dina Sorensen is with VMDO Architects, Charlottesville, VA. Matthew J. Trowbridge is with the School of Medicine, University of Virginia, Charlottesville
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McMahan M, Richey EJD, Tagtow A. Cultivating Food Security: Low-Resource Iowans’ Perspectives on Food Gardening. JOURNAL OF HUNGER & ENVIRONMENTAL NUTRITION 2014. [DOI: 10.1080/19320248.2014.929548] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Prelip M, Kinsler J, Thai CL, Erausquin JT, Slusser W. Evaluation of a school-based multicomponent nutrition education program to improve young children's fruit and vegetable consumption. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2012; 44:310-318. [PMID: 22578965 DOI: 10.1016/j.jneb.2011.10.005] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2011] [Revised: 10/11/2011] [Accepted: 10/13/2011] [Indexed: 05/31/2023]
Abstract
OBJECTIVE To assess the impact of a multicomponent nutrition education program on student knowledge, attitudes, and behaviors related to consumption of fruits and vegetables (FVs). DESIGN Quasi-experimental pretest/posttest research design; 3 study conditions (Intervention+, Intervention, Comparison). SETTING Six schools from the Los Angeles Unified School District (LAUSD). PARTICIPANTS Three hundred ninety-nine low-income third-, fourth-, and fifth-grade students. INTERVENTION The Intervention+ condition included 4 components: traditional Network-LAUSD program, new standardized nutrition curriculum, teacher training workshops, and parent nutrition education workshops. The Intervention condition included 2 components: traditional Network-LAUSD program and teacher training workshops. MAIN OUTCOME MEASURES Fruit and vegetable consumption, knowledge of food groups, attitudes and beliefs toward FVs, and parent/teacher influence on students' attitudes toward FVs. ANALYSIS Linear mixed models. RESULTS The Intervention+ resulted in a positive change in knowledge (P < .05), attitudes and beliefs toward vegetables (P < .01), and teacher influence on students' FV attitudes (P < .05). CONCLUSIONS AND IMPLICATIONS Although this study influenced knowledge and attitudes regarding FVs, a significant increase in students' FV consumption was not observed. Given the ultimate aim of the LAUSD nutrition efforts is to increase FV consumption, future studies should consider adopting new intervention strategies, such as focusing on changing the school food environment.
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Affiliation(s)
- Michael Prelip
- Department of Community Health Sciences, School of Public Health, University of California-Los Angeles, CA 90095, USA.
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Chapman-Novakofski K. Review our reviews: JNEB 2011. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2011; 43:425. [PMID: 22078769 DOI: 10.1016/j.jneb.2011.09.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
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