Increasing Prevalence of US Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students

Testing the Effects of Two Field-to-Fork Programs on the Nutritional Outcomes of Elementary School Students From Diverse and Lower-Income Communities

The purpose of this quasi-experimental study was to evaluate the effects of two farm-to-school programs, specifically the Field-to-Fork Multi-visit Program (N  =  264) and the Field-to-Fork After-school Club (N  =  56), on nutritional outcomes of elementary school students (third to fifth grade) from urban, diverse, and lower-income communities. Data were collected via self-report surveys measuring: (a) knowledge of recommendations for daily fruit and vegetable intake; (b) fruit and vegetable consumption; (c) knowledge of cooking a healthy recipe using vegetables; and (d) desire for farm fresh foods at school. Statistical analyses included McNemar's and Wilcoxon signed rank tests. The proportion of students knowing how to cook a vegetable rich recipe increased with both programs (Multi-visit Program p < .001; After-school Club p  =  .002). Vegetable consumption increased with the After-school Club (p  =  .002). Farm-to-school programming can increase knowledge of cooking vegetable rich recipes and vegetable intake among elementary school students from diverse, urban, and lower-income communities.

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

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.

School Garden Prevalence Before and After the Implementation of the Healthy Hunger-Free Kids Act

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.

Impact of a School-Based Gardening, Cooking, Nutrition Intervention on Diet Intake and Quality: The TX Sprouts Randomized Controlled Trial

School gardens have become common school-based health promotion strategies to enhance dietary behaviors in the United States. The goal of this study was to examine the effects of TX Sprouts, a one-year school-based gardening, cooking, and nutrition cluster randomized controlled trial, on students' dietary intake and quality. Eight schools were randomly assigned to the TX Sprouts intervention and eight schools to control (i.e., delayed intervention) over three years (2016-2019). The intervention arm received: formation and training of Garden Leadership Committees; a 0.25-acre outdoor teaching garden; 18 student lessons including gardening, nutrition, and cooking activities, taught weekly in the teaching garden during school hours; and nine parent lessons, taught monthly. Dietary intake data via two 24 h dietary recalls (24 hDR) were collected on a random subsample (n = 468). Dietary quality was calculated using the Healthy Eating Index 2015 (HEI-2015). The intervention group compared to control resulted in a modest increase in protein intake as a percentage of total energy (0.4% vs. -0.3%, p = 0.021) and in HEI-2015 total vegetables component scores (+4% vs. -2%, p = 0.003). When stratified by ethnicity/race, non-Hispanic children had a significant increase in HEI-2015 total vegetable scores in the intervention group compared to the control group (+4% vs. -8%, p = 0.026). Both the intervention and control groups increased added sugar intake; however, to a lesser extent within the intervention group (0.3 vs. 2.6 g/day, p = 0.050). School-based gardening, cooking, and nutrition interventions can result in significant improvements in dietary intake. Further research on ways to scale and sustain nutrition education programs in schools is warranted. The trial is registered at ClinicalTrials.gov (NCT02668744).

Barriers, Strategies, and Resources to Thriving School Gardens

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.

Ingestion and inhalation of metal(loid)s through preschool gardening: An exposure and risk assessment in legacy mining communities

Children residing in mining towns are potentially disproportionately exposed to metal(loid)s via ingestion and dust inhalation, thus, increasing their exposure when engaging in school or home gardening or playing outside. This citizen science study assessed preschool children's potential arsenic (As), cadmium (Cd), and lead (Pb) exposure via locally grown produce, water, incidental soil ingestion, and dust inhalation at four sites. Participants were trained to properly collect water, soil, and vegetable samples from their preschools in Nevada County, California. As, Cd, and Pb concentrations in irrigation sources did not exceed the U.S. EPA's maximum contaminant and action levels. In general, garden and playground As and Pb soil concentrations exceeded the U.S. EPA Regional Screening Level, CalEPA Human Health Screening Level, and California Department of Toxic Substances Control Screening Level. In contrast, all Cd concentrations were below these recommended screening levels. Dust samples (<10 μm diameter) were generated from surface garden and playground soil collected at the preschools by a technique that simulated windblown dust. Soil and dust samples were then analyzed by in-vitro bioaccessibility assays using synthetic lung and gastric fluids to estimate the bioaccessible fraction of As, Cd, and Pb in the body. Metal(loid) exposure via grown produce revealed that lettuce, carrot, and cabbage grown in the preschool gardens accumulated a higher concentration of metal(loid) than those store-bought nation-wide. None of the vegetables exceeded the respective recommendation maximum levels for Cd and Pb set by the World Health Organization Codex Alimentarius Commission. The results of this study indicate that consumption of preschool-grown produce and incidental soil ingestion were major contributors to preschool-aged children's exposure to As, Cd, and Pb. Traditionally, this level of site- and age-specific assessment and analyses does not occur at contaminated sites. The results of this holistic risk assessment can inform future risk assessment and public health interventions related to childhood metal(loid) exposures.

A Nationwide Snapshot of the Predictors of and Barriers to School Garden Success

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).

The Impact of Local Food Expenditure on School Foodservice Revenues

BACKGROUND

Locally grown foods, through farm-to-school (FTS) activities, may be a key component to balancing foodservice budgets and alleviating financial constraints in school districts. Therefore, the purpose of this study is to examine the impact of local food expenditures on school foodservice revenues and earnings. We anticipated a positive impact of local food expenditures on foodservice revenues and earnings.

METHODS

Ordinary Least Squares (OLS) regression analysis was conducted using data from the 2013 US Department of Agriculture Farm to School Census. The questionnaire primarily asked all US public school districts about their FTS operations during 2011-2012 school year.

RESULTS

Although our results initially showed a negative impact of local milk and nonmilk expenditures on foodservice revenues from food sales, when combined with revenues from the federal government, the impact is positive. The positive effect seems to hold when adding foodservice revenues from both food sales and federal funds. Our study found a similar pattern for foodservice earnings.

CONCLUSIONS

This may indicate that competitive foods are still widely preferred in school districts. Revenue from the federal government is critical to maintain FTS activities viable to students and community members although federal funds and food sales may not cover total foodservice expenditures.

Perspectives on Heavy Metal Soil Testing Among Community Gardeners in the United States: A Mixed Methods Approach

Community gardens offer numerous benefits, but there are also potential risks from exposure to chemical contaminants in the soil. Through the lens of the Theory of Planned Behavior, this mixed methods study examined community gardeners’ beliefs and intentions to conduct heavy metal soil testing. The qualitative component involved five focus groups of community garden leaders in Atlanta, Georgia. Qualitative analysis of the focus group data revealed that heavy metal soil contamination was not frequently identified as a common gardening hazard and several barriers limited soil testing in community gardens. The focus group results informed the development of a questionnaire that was administered to 500 community gardeners across the United States. Logistic regression analysis revealed that the soil testing intention was associated with attitude (aOR = 2.46, 95% CI: 1.34, 4.53), subjective norms (aOR = 3.39 95% CI: 2.07, 5.57), and perceived behavioral control (aOR = 1.81, 95% CI: 1.10, 2.99). Study findings have implications for interventions involving community garden risk mitigation, particularly gardens that engage children and vulnerable populations.

Association of Education Outside the Classroom and Pupils' Psychosocial Well-Being: Results From a School Year Implementation

BACKGROUND

Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well-being. However, research on the association between EOtC and well-being is limited.

METHODS

This quasi-experimental trial involved pupils (9-13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2-7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well-being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups.

RESULTS

Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity-inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex.

CONCLUSIONS

Regular exposure to EOtC was found to promote social well-being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

School Gardens in the United States: Current Barriers to Integration and Sustainability

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.

Predictors of School Garden Integration: Factors Critical to Gardening Success in New York City

The purpose of this study was to determine the level of integration of school gardens and identify factors that predict integration. 211 New York City schools completed a survey that collected demographic information and utilized the School Garden Integration Scale. A mean garden integration score was calculated, and multiple regression analysis was conducted to determine independent predictors of integration and assess relationships between individual integration characteristics and budget. The average integration score was 34.1 (of 57 points) and ranged from 8 to 53. Operating budget had significant influence on integration score, controlling for all other factors ( p < .0001). Partner organizations, evaluation/feedback, planning the physical space, and characteristics of the physical space were positively and significantly related to budget. The results of this study indicate that any garden can become well integrated, as budget is a modifiable factor. When adequate funding is secured, a well-integrated garden may be established with proper planning and sound implementation.

Facilitating Fresh: State Laws Supporting School Gardens Are Associated With Use of Garden-Grown Produce in School Nutrition Services Programs

OBJECTIVE

To examine whether state laws are associated with the presence of school gardens and the use of garden-grown produce in school nutrition services programs.

DESIGN

Nationally representative data from the School Health Policies and Practices Study 2014 were combined with objectively coded state law data regarding school gardens.

MAIN OUTCOME MEASURES

Outcomes were: (1) the presence of a school garden at each school (n = 419 schools), and (2) the use of garden-grown items in the school nutrition services program.

ANALYSIS

Multivariate logistic regression was used to examine each outcome. Contextual covariates included school level, size, locale, US Census region, student race/ethnic composition, and percentage of students eligible for free and reduced-priced meals.

RESULTS

State law was not significantly associated with whether schools had a garden, but it was associated with whether schools used garden-grown items in nutrition services programs (odds ratio, 4.21; P < .05). Adjusted prevalence of using garden-grown items in nutrition services programs was 15.4% among schools in states with a supportive law, vs 4.4% among schools in states with no law.

CONCLUSIONS AND IMPLICATIONS

State laws that support school gardens may facilitate the use of garden-grown items in school nutrition service programs. Additional research is needed regarding the types of messaging that might be most effective for motivating school administrators to appreciate the value of school gardens. In addition, another area for further research pertains to scaling garden programs for broader reach.